Teacher Practitioner Research Articles

Interactive learning media: Literacy and numeracy Limas House Balaputera Dewa Museum in phase B

Literacy and numeracy in Indonesia was still relatively low, teachers did not discuss literacy and numeracy material with students. Learning media needed to deliver material, but technology based learning media for literacy and numeracy materials had not been used in the learning process. This research aimed to determine the procedures for making products, the level of validity and practicality in literacy and numeracy material. The model used the ADDIE (Analysis, Design, Development Implementation and Evaluation) development model. Data collection techniques, including observation, interviews, questionnaires, and documentation. Data analyzed in two ways, namely qualitatively and quantitatively. Validation of the media is carried out by validating material experts, media experts and classroom teacher practitioner. The assessment results from material experts were 3.81 (very valid), media experts were 3.67 (very valid) and classroom teacher practitioner were 3.44 (very valid). Practicality was carried out with a total of 19 grade 4 students through three stages, namely one to one, small group trials and field test. The average score obtained was 89%, including the "very practical" category. So, the interactive learning media literacy and numeracy material house of Limas Balaputera Dewa museum in phase B was feasible and practical to use for delivering material in the teaching and learning process in school.

Arabic Language Module For Madrasah Ibtidaiyah

This study aims to analyze the effectiveness of using Arabic language modules developed for students of Madrasah Ibtidaiyah. The material represented essential learning and was relevant to everyday life. This study uses Design and Development Research (DDR) with the ADDIE model. The effectiveness testing stage was carried out at MIS of Nurul Ijtihad Lubuk Gaung, Indonesia, involving ten third-grade student participants. Qualitative data comes from the validation of media, material, language, and teacher practitioner experts. Meanwhile, quantitative data is obtained from test results. Data were analyzed qualitatively, and quantitative data were analyzed using paired t-test analysis. The study results showed that this Arabic language module was feasible and well-used for teaching Arabic in elementary schools. It also shows the development of significant student learning outcomes using this module.

Cooperative Economics in Racially Marginalized Communities: Reframing Economics Education Through Racial Capitalism and Democratic Practices

This article reimagines economics education through culturally sustaining pedagogy and Ethnic Studies, emphasizing economic practices rooted in racially marginalized urban communities as alternatives to the dominant economic system. The article presents an economics curriculum that asks, how can cooperative economics help to sustain urban communities that have been marginalized by the dominant capitalist white supremacist economic system? Through teacher practitioner inquiry at a small urban public school, this study is grounded in a twelfth-grade economics course on cooperative economics in marginalized communities.

Teacher practitioner enquiry: a process for developing teacher learning and practice?

ABSTRACT This article reports the impact of teachers undertaking practitioner enquiry projects as part of their professional development. This was a longitudinal study situated across five different schools. In considering the impact of teachers undertaking enquiry projects within their own schools, we offer both a framework in terms of a research orientation/impact grid to identify the characteristics of successful projects and an interpretation of why some participants were successful, whereas others were less successful with their projects. The article considers factors faced by teacher-enquirers that may either support or militate against the success of their enquiries. We point to teacher enquiry projects having most impact when (1) the participating teachers carefully problematised the enquiry they wished to undertake, (2) agency, engagement and reflexivity are high thus resulting in double loop learning and (3) where the school has a trusting and supportive culture. This points to an increase in participant professional knowledge and enhancement of practice.

Development of E-module based on Multiple Representation to Improve the Competence of Chemical Literacy and Learning Independence of Students on the Material Reaction Rate

In The learning process, learning media, students, educators, environment conditions and everything related to education have a reciprocal relationship that is mutually dependent on each other and mutually utilizes each other with the aim of forming character in students who think cognitively and independently. The aim of this research is to determine the level of validity and practice of e-modules based on multiple representations to increase chemical literacy in odd semester class XI high school chemistry material in accordance with the independent learning curriculum. This type of research is R&D (Presearch & Development). Where this research produces products and tests the effectiveness of the products produced. Data collection techniques were carried out through interviews, validity sheets, teacher practitioner questionnaires and student response tests. The research results found that the E-module product based on multiple representations of reaction rate subject matter was very valid in terms of material validation, media validation and practitioners by teachers in the field of chemistry studies. So, it can be used in the learning process. Thus, the product developed can help teachers convey reaction rate material in an independent curriculum.

Modelling as expert-guidance during teacher practitioner research

ABSTRACT Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers’ research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers’ research tasks; a research disposition was modelled by questioning research decisions. Results showed that modelling was valuable for practitioner research: teachers appreciated the guidance and felt their research skills and research disposition had improved. Modelling of research skills during the task was deemed easier to comprehend than modelling before and after the tasks. Modelling of a research disposition can bring about tensions that – mainly in the initial stages of the research – cause frustrations in teachers. Based on these findings, directions for improving modelling are discussed.

A reflection on the teacher education curriculum and the decolonizing agenda in England

ABSTRACT This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonized, the process of decolonialization becomes rhetoric. We also question how much we can decolonize whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d’être is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognize the tensions and resistance to decolonialize, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher–practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanizing and debilitating.

Evaluation of the effect of adding a high-fidelity simulation to an existing didactic lecture to teach pharmacy undergraduates the management of sepsis in secondary care

Abstract Introduction Sepsis is potentially life-threatening, requiring rapid identification and treatment. ‘Sepsis Six’ (1) has become the recognised treatment pathway and has traditionally been taught to our undergraduate pharmacy students in didactic fashion. Interactive teaching methods, such as simulation, are the most effective forms of education to improve patient safety (2). Such approaches might be beneficial in the teaching of sepsis management. Aim To evaluate the effect of adding simulation-based teaching to an existing didactic lecture on the management of sepsis. Methods Year 4 students at the University of Bath (n=92) attended a sepsis lecture given by a teacher practitioner with experience in managing sepsis in March 2020. Students completed an online survey that used Likert scales to evaluate understanding of sepsis and confidence in managing it (see table). One week later, small groups of students completed a 30-minute simulation using a SimMan ALS ‘patient’ programmed to show physiological signs of sepsis. Simulations were facilitated by a teacher practitioner with experience of operating SimMan ALS. Each group had a brief outlining the required tasks: reviewing the patient; assessing sepsis risk; summarising a treatment plan and priority actions. After the simulation, students underwent de-brief and completed the same online survey a second time. Changes in students’ responses between surveys were analysed using Wilcoxon signed-rank tests in SPSS, therefore data from students who completed only one survey were not included. Results 26 students completed both surveys (response rate: 28%). Likert scores for questions 1, 2, 4 and 5 were significantly higher following the simulation, indicating improved confidence and knowledge (see table). Conclusion Adding a high-fidelity simulation to an existing didactic lecture increased student confidence in identifying and managing sepsis. Self-reported knowledge of sepsis red flags also increased (indicated by the responses to Statement 1). This study should encourage future sepsis teaching to include a blend of didactic and simulated learning. Limitations include the low response rate, evaluation at only one university and reliance on student self-assessment of knowledge. References (1) Daniels, R, Nutbeam, T. et al (2019) The Sepsis Manual 5th Edition. UK Sepsis Trust. www.sepsistrust.org (2) Yu A, Fontana G, Darzi A (2016). Evaluation of Education and Training Interventions for Patient Safety. A report by the Centre for Health Policy at Imperial College London, an academic partner to Health Education England and the Commission on Education and Training for Patient Safety. London.

The position of student teacher practitioner research in teacher education: teacher educators’ perspectives

ABSTRACT Teacher education institutes generally assume that practitioner research in teacher education contributes to student teachers’ professional development as well as to school development and generalizable knowledge. As a consequence, the position of student teacher research in teacher education and its goals have become unclear. In this interview study, teacher educators’ perspectives on the goals of practitioner research for student teachers and the relations between these goals were investigated. Teacher educators shared the view that practitioner research can contribute to novice teachers’ professional development, particularly to the development of an inquiry stance. Teacher educators also mentioned several professional development goals and school development goals. The relations between these goals could be characterized as connections and consequences. Teacher educators mainly connected professional development goals and perceived school development goals as a possible consequence of professional development. This study can inform the discussion on the position of student teacher research in teacher education.

The impact of generative school leadership on student performance: The case of Saudi Arabia

The primary aim of this study is to facilitate interactions among the generative school leadership of high school principals in Riyadh, Saudi Arabia, to take responsibility for student performance. Existing research suggests that generative leadership is based on the principles of inclusiveness, employee creativity, knowledge transfer and delegation. The sample is based from nine principals from large high schools. To investigate this issue, this qualitative study assesses and analyses interviews and comments from participants. The findings show the high degree of centralisation and traditionalism of the Saudi Arabian educational sector, affecting creativity and inclusiveness, have a strong impact on student performance. The author recommends implementing teacher practitioner training to implement open-ended tasks teaching practices.

DEVELOPING STUDENTS’ WORKBOOK FOR SPEAKING SKILL BASED ON INQUIRY-BASED LEARNING FOR GRADE SEVEN OF SMP SWASTA ISLAM TERPADU HIKMATUL FADHILLAH MEDAN

This study aims to (1) investigate how the workbook for grade seven of SMP Swasta Islam Terpadu Hikmatul Fadhillah Medan, (2) know relevant workbook needed for grade seven of SMP Swasta Islam Terpadu Hikmatul Fadhillah Medan, (3) develop a students’ workbook for speaking skill based on Inquiry-based Learning for grade seven of SMP Swasta Islam Terpadu Hikmatul Fadhillah Medan. The research was conducted by using the Research and Development method from Gall, Gall and Borg (2003). The research subject was English teacher and students for grade seven of SMP Swasta Islam Terpadu Hikmatul Fadhillah Medan. The instrument used was teacher’s interview and students’ questionnaire. The workbook was validated by validators that consist of material expert and English teacher practitioner by using questionnaires validation sheets. The data were collected by using descriptive analysis. The results of the study show that: (1) the existing workbook does not support students to do work actively, (2) relevant workbook that is needed by students is workbook based on inquiry-based learning, and (3) the developed inquiry-based learning workbook has been valid with a percentage of 95.55 % from English lecturer and 97.03% from the English teacher and this workbook is appropriate with students’ needs for speaking skills. Key words : Inquiry-based Learning, Speaking, Students’ Workbook .

Teaching Reflective Practice from within Classroom Experience: Implications to Faculty Development

Over the last few decades, reflective practice has flourished throughout various fields of professional practice and education. Business schools have assumed the responsibility of promoting reflective practice among its students and educators. Using stage- based models, reflective practice appears to be applied instrumentally and unproblematically, and in a way that leaves little space to be struck or moved to change ways of talking and acting. In this paper, I present an argument against this structured method of teaching and propose an alternative approach that aims at providing opportunities to co-construct understanding of what a reflective practice is from within classroom experience and in absence of a direct use of theory. This approach employs a learning-by-doing ethos. The paper is also about my experience in becoming a reflective teacher practitioner, breaking away from familiar, structured teaching to unfamiliar, less structured one. I discuss implications to faculty development and transformative learning based on my experience, problematizing the lack of a safe space and emotional support in institution-wide support initiatives that are dominated by performativity and teaching excellence measures.

Envisioning queer curricula: A systematic review of LGBTIQ + topics in teacher practitioner literature

Given the current political and social climate, teaching children about sexual orientation and gender identity is more important than ever. The present literature review seeks to address the following questions: How are LGBTIQ + topics addressed in practitioner literature and in what content areas are these topics most prevalent? How prevalent are LGBTIQ + topics in practitioner literature before 2015, prior to the publication of Miller’s Queer Literacy Framework (QLF)? How prevalent are these topics after QLF’s publication in 2015? The search for LGBTIQ + topics in the journals led to a total of 74 articles which were then coded by three independent researchers. To explore the prevalence of LGBTIQ + topics in articles published in journals most accessible to PreK-12 classroom teachers, the 13 top practitioner journals across all major content areas (i.e., English/Language Arts, social studies, mathematics, and science) and grade levels were selected. These results produce two salient conclusions. First, LGBTIQ + themes are present in articles published over the years. Second, individuals included under the LGBTIQ + umbrella are silenced. There is evidence of the use of the QLF before and after 2015, indicating that LGBTIQ + topics were addressed. Implications for teacher education and suggestions for future research are included.

Recognising the role of emotion in the classroom; an examination of how the psychoanalytic theory of containment influences learning capacity

This paper begins with personal reflections about my work in school which began over forty years ago, outlining how the different roles of teacher and therapeutic practitioner have contributed to my interest in the role of emotion for children’s capacity for learning in the classroom. I suggest that focusing too heavily on achievement risks losing sight of the experience of the individual child and argue that a psychoanalytic framework informs us of the significance of relational aspects of teaching and learning. My aim is to alert educationalists to the complexities of the classroom context, particularly the conscious and unconscious elements at work there. I have chosen to examine containment, as one aspect of the psychoanalytic, developmental framework, as a way of thinking about relational influences in the classroom and the importance of the relational context of learning. These case studies relate to my workplace, an Infant and Nursery school with a high British multi-ethnic population, where I am employed as a teacher/therapeutic practitioner. Two brief child studies are included to illustrate this examination. The first, Hamzah, concerns a young child entering formal learning without the expected relational skills and therefore unable to connect with staff and children in any meaningful way. The second, Isa, demonstrated well developed relational skills but at times found it difficult to manage his feelings when his needs took second place to the requirements of the curriculum.

Veza između učeničkog rečnika i čitanja sa razumevanjem i njihov uticaj na kvalitet čitalačke pismenosti

The paper analyzes the relationship between the quality of reading literacy and reading with understanding. Among the first skills that a person adopts are reading and writing. Their interconnectedness is the subject of numerous research. Reading as an integral part of literature refers to the method of oral expression, and the connection and influence of a proper and timely developed student dictionary to read with understanding the ultimate outcome. In this paper, a special emphasis is placed on the student dictionary and its active role as a precondition in the process of reading with understanding. Theoretically, the influence of the quality of vocabularies of pupils of the younger school age on reading with understanding, developing reading habits and reading as an educational outcome within the highest ranges of functional literacy. Considering the impact of curriculum contents at the younger school age, the following conclusions have been drawn: a) teachers' readiness to assess each student's abilities for the appropriate level of communicative competence is necessary and accordingly adapt the linguistic material, b) from the role of planners to the role of innovators, v) from a practitioner teacher to a researcher. The conclusions of this theoretical research emphasize the need for a more complete use of the strategy of professional development of teachers and a greater presence of innovativeness in his work. Through a diversity of methodological solutions (where a teacher's practitioner becomes a research teacher), the learner's vocabulary is treated as a support to reading with understanding, which contributes to the adoption, improvement and enrichment of the student's vocabulary, reading with understanding and raising the quality of reading literacy directly contributing to the alignment of teaching practice with the requirements of education. The research used the descriptive method and the content analysis process.

Pengembangan Media MONORAJA (Monopoli Aksara Jawa) untuk Siswa Sekolah Dasar

The background of this study is based on observations and interviews with class V teachers that students still have difficulty in understanding the letter of Java. Actions that have been done by teachers to overcome these problems have not been maximized, due to the limitations of tools and media. The type of this research is research and development with the developed product that is MONORAJA media (Monopoli Aksara Jawa) on Javanese language subject matter Java letter for elementary school student. The media were tested in 3 primary schools namely SDN Sadeng 01 Gunungpati, SDN 1 Lamuk Purbalingga, and SDN 2 Sinduraja Purbalingga. The results obtained from the validation of material experts, media experts, teacher practitioner questionnaire, and student assessment questionnaire. The result of validation by the first material expert is 97.71%, the second material expert is 98.5%, the validation by the media expert is 95%, the practitioner is 98%, and the student's appraisal is 96.36% This shows that MONORAJA media has been successful in development.

Pengembangan Media MONORAJA (Monopoli Aksara Jawa) untuk Siswa Sekolah Dasar

The background of this study is based on observations and interviews with class V teachers that students still have difficulty in understanding the letter of Java. Actions that have been done by teachers to overcome these problems have not been maximized, due to the limitations of tools and media. The type of this research is research and development with the developed product that is MONORAJA media (Monopoli Aksara Jawa) on Javanese language subject matter Java letter for elementary school student. The media were tested in 3 primary schools namely SDN Sadeng 01 Gunungpati, SDN 1 Lamuk Purbalingga, and SDN 2 Sinduraja Purbalingga. The results obtained from the validation of material experts, media experts, teacher practitioner questionnaire, and student assessment questionnaire. The result of validation by the first material expert is 97.71%, the second material expert is 98.5%, the validation by the media expert is 95%, the practitioner is 98%, and the student's appraisal is 96.36% This shows that MONORAJA media has been successful in development.

A educação como princípio para a participação democrática

This theoretical article seeks to contribute to the reflection on the pervasive thought of democratic participation, which threatens to become a jargon (GOHN , 2004) in contemporary times, without, in fact, to substantiate in the daily work, questioning as to who can educate the citizen to practice this participation. Understanding own education as a public policy, proposes - albeit boldly - two avenues for empowerment through education that can educate citizens for participation: the teacher practitioner of an emancipatory and collaborative pedagogy and school democratic management that through of the practice of participation, can educate citizens. Also discusses the issue of ethics as guide of actions to be developed as it should be borne in mind the distinction between ideology and practical politics and ideology and political party practice.

Uloga i značaj karakterizacije u tumačenju književnih likova

The interpretation of a literary work and the analysis of literary characters in the teaching of literature at all levels of education is based on the interpretation of characters' relation to the rest of the depicted artistic theme of a literary text and the examination of artistic means which an author used to create and characterize them. To become able to interpret a literary work, a teacher practitioner has to possess theoretical knowledge of classification and numerous ways of characterization of literary characters. Theoretical and methodical literature describes plenty of methods of artistic characterization. Considering the importance to a practitioner of not only their theoretical knowledge, but also the ability of the practical application of this knowledge, we investigated what role and significance various methods of characterization have during the analysis of a literary text. The interpretation of a literary work requires a systematic and comprehensive approach in the interpretation of literary characters, and the particularities of the characterization itself condition and direct the way of interpretative approach. It is aligned with them, in order to highlight and interpret, in the most functional, methodological, and justified way, all the particularities of characters as focal points of a plot, and representatives of meaning, aesthetic, and ethical values of a literary text, and interpret in that way the other more important segments of a literary work as a complex and multilayered structure.

Vulnerable practitioners: fictional narratives affecting masculine teacher identity

Purpose – The purpose of this paper is to explore how fictional narratives help us envision ways of constructing the identity as teaching professionals. Furthermore, how encounters with fictional narratives and the absorption of their structures and ideologies can dictate how the author perceive ourselves, and others. Design/methodology/approach – The pedagogy of teacher education relies heavily on narratised models of instruction such as Critical Reflective Practice (CRP). The purposefully traumatic aspects of CRP are designed to trouble the sense of self. I suggest here that this creates a period of subjective vulnerability in the pre-service teacher practitioner. Findings – This paper examines the response to traumatic learning events focusing on how literary tropes and their encompassing ideologies become a powerful yet regressive force in restabilising the professional identity and galvanising the personal subjectivity. Research limitations/implications – Data for this paper has been drawn from the Teaching Men research project that focused on a cohort of male teachers, from Australia and the UK working within TAFE/FE environments all of whom had recently become teachers. Originality/value – This paper addresses a parallel concern: at a point of subjective vulnerability, a term coined as part of this analysis, how do fictional representations of male teachers impact on the construction and practice of teachers in the development of their professional identities? And how can the author devise a structure with which to interpret such activity?