Teaching Profession Research Articles

Game-based Pedagogy in Teacher Training: Results of a Pilot Course

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

The Possibilities of Integrating Career Guidance into Teacher Training

Society and the profession formulate complex professional expectations for career guidance professionals. Possessing an interdisciplinary approach and having the necessary social competencies is important. The development of the teaching profession is closely related to social expectations. The effective functioning of school-based career education can only be successful if this activity is integrated into the system of daily pedagogical tasks.

Meningkatkan Minat Belajar Siswa Dengan Metode PjBL dengan Bantuan Media Audio Visual pada Kelas X Fase E di SMK Negeri 2 Sibolga Tahun Pelajaran 2023/2024

This research aims to determine the improvement of the Project Based Learning learning model on the learning outcomes of class This research was conducted at SMK Negeri 2 Sibolga. With a total of 15 students. Classroom action research is a scientific activity carried out by teachers in the classroom using actions to improve the quality of learning. Apart from that, classroom action research also aims to improve a teacher's professionalism. So, classroom action research is very important for teachers to carry out, because solving existing educational problems will help improve the quality of education in Indonesia. Therefore, researchers will discuss how important it is to carry out classroom action research.

Peningkatan Kreativitas Siswa dalam Proses Belajar dengan Model Problem Based Learning pada Materi Suara Hati Fase E Kelas X SMA Negeri 2 Mejayan

This article was written based on the results of observations while teachers were taking PPL while pursuing professional teacher education. From the research, it was found that students' learning creativity was lacking due to the use of monotonous learning models and not using appropriate approaches for each subject matter. For this reason, the author tries to apply the Problem Based Learning learning model. Problem-based learning or better known as PBL is a learning model that is centered on students by providing problems from the real world at the start of learning. With this learning model, it is hoped that it can increase student learning creativity. This research aims to examine the effectiveness of problem-based learning (PBL) in increasing students' creativity in studying the material "Voices of the Heart" in class X at SMA Negeri 2 Mejayan, Madiun. Data was collected through written tests, observations and interviews. The research results showed a significant increase in student creativity after implementing PBL. Students become more active, involved, and able to produce more creative solutions to problems. This research shows that PBL can be an effective approach to increasing student creativity.

Teaching Across Culture: Insights from Teachers of Indigenous Elementary Pupils at Gigaquit, Surigao Del Norte: A Narrative Inquiry

This qualitative study delved into the experiences of Mamanwa Tribe teachers educating indigenous elementary students in Gigaquit, Surigao del Norte. Utilizing narrative inquiry and categorical-content analysis, the study highlighted two key themes: the considerable challenges faced by these teachers (such as language barriers and student absenteeism) and the strategies they employed to overcome them (including home visits and parental communication). The findings underscore the necessity for a multi-faceted approach from educational authorities to address these challenges and provide support for teachers in indigenous communities. Recommendations include increased scholarship opportunities and encouragement for indigenous learners to enter the teaching profession, thereby strengthening the ranks of indigenous educators.

Career development and foreign language teacher well-being: Mediating effect of career satisfaction

High levels of stress are consistently reported in the teaching profession, making it crucial to identify factors that influence teachers' mental health and well-being. This study examined a conceptual model of well-being in teachers of English as a foreign language (EFL), incorporating career satisfaction as a mediating factor in the relationship between career development and teacher well-being. I conducted a survey of 305 Chinese EFL teachers using standardized scales. The results of structural equation modeling showed significant and positive relationships between career development and career satisfaction, and between career development and well-being. Further, career satisfaction mediated the relationship between career development and wellbeing. These findings have important implications for improving practices in the teaching field and provide valuable directions for future research.

Experimental and search work on the implementation of organizational and pedagogical conditions for the development of the professional and pedagogical competence of a professional school teacher in the field of documentation management

Experimental and search work on the implementation of organizational and pedagogical conditions for the development of the professional and pedagogical competence of a professional school teacher in the field of documentation management

Analisis Kompetensi Pedagogi Guru Pendidikan Agama Hindu Jenjang Sekolah Dasar Di Kabupaten Bangli

The teacher is one of the determining factors of education quality. A professional teacher understands and can apply four competencies: pedagogical, professional, social, and personal competencies. This study aims to describe and analyze the pedagogical competencies of Hindu Religion subject teachers at the Elementary School level in Bangli regency. This research is classified as quantitative descriptive research. The research instrument used was a questionnaire on pedagogical competency consisting of five indicators. Data were analyzed descriptively. The results of the study indicate that the pedagogical competency of Hindu Religion subject teachers at the Elementary School level in Bangli regency overall falls within the category of sufficient. Among the five indicators, the indicator of deep understanding of the subject taught is categorized as good, while the other indicators are categorized as sufficient. This research can serve as a reference for formulating models or strategies for developing the competencies of Hindu Religion and Ethics teachers.

Research Literacy Assessment Instruments in Social Sciences and Education: A Scoping Review

Educational research plays a crucial role in the advancement of knowledge in the teaching profession. In fact, raising the quality standards in education necessitates teachers’ engagement in different levels and dimensions of research. To this end, improving teachers' research literacy is an essential first step, which also entails assessing the current state of teachers' research literacy using reliable and valid instruments. The present study provides a comprehensive review of the available instruments for assessing teachers’ research literacy, along with a description of the characteristics of the reviewed instruments. It also presents a review of the results of using these instruments in measuring the research literacy of various populations. Based on the findings, teachers’ research literacy is below the expected average level, reflecting the need for a change in policies and planning to improve it. Moreover, the results of this scoping review indicated that the instruments developed for measuring research literacy reflected the expectations of just the instructional context in which they have been developed and may not reflect the full dimensions of research literacy. Furthermore, the developed instruments each came with its own strengths and weaknesses in assessing teachers' research skills. Therefore, it is suggested that research literacy instruments should be selected based on the research skills expected from teachers in their institutional contexts and with full awareness of their limitations. To enhance the strengths and minimize the weaknesses, it is suggested that different sections from the current research literacy assessment instruments should be combined selectively to assess teachers’ research abilities.

Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices

In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning program with innovative ongoing support to help elementary school teachers implement the Code.org curriculum. It also empirically investigated the impact of the support on teachers' self-efficacy in coding and teaching CT, the effectiveness of each component of the support, and to what extent it affected teachers' classroom practices. Our ongoing support included an additional workshop, grade-level professional learning community (PLC) sessions, instructional videos, and teacher leaders’ support. Data included a pre-survey, four post-surveys, lesson observations, a focus group interview, tracking the number of video views, and surveys from PLC participants and teacher leaders. Results indicated that the ongoing support significantly increased teachers’ self-efficacy in coding and teaching CT. Regarding the effectiveness of the various components of the ongoing support, the additional workshop significantly increased teachers’ self-efficacy in coding and teaching CT. Teachers valued each component of the support, and this support improved teachers’ classroom practices.

Let’s give them something to talk about: Podcasting as a form of pedagogy

ABSTRACT Teacher preparation programs transfer explicit knowledge and training, however transferring tacit knowledge can be more difficult to get across to students. One way to acculturate students to the profession of teaching is through professional conversations. Using podcasts for conversation among professionals is a strategy for the transfer of tacit knowledge. Using audio and/or video podcasts can also be a low cost or no cost strategy for creating learning opportunities for preservice and/or in-service professionals. This article explores how instructors can use podcasts as a form of pedagogy to enhance their curriculum to increase student engagement and acculturation with low-cost accessibility to early childhood education professional development.

SUBSKILLS IN TEACHING

The multifaceted profession of teaching encompasses a wide range of skills, knowledge, and attributes that are essential for effective instruction. Among these, subskills in teaching play a vital role in enhancing the quality of education and promoting student learning outcomes. Subskills refer to the specific abilities and competencies that teachers possess to facilitate learning, manage classrooms, and interact with students. This article will delve into the significance of subskills in teaching, exploring their various dimensions, and highlighting their importance in shaping the educational experience.

EMOTIONAL INTELLIGENCE: THE KEY TO SUCCESS IN PROFESSIONAL ACTIVITIES

At the current stage of societal development, the demands placed on the education system, the quality of professional training, and the formation of essential professional characteristics are on the rise. These foundationsare predominantly established during university-level training. An individual's social success is undoubtedly linked to their knowledge, skills, erudition, and overall ability to think -collectively referred to as general intelligence. However, often possessing a high level of general intelligence alone is insufficient. The concept of emotional intelligence emerged as a response to the evolving understanding of general intelligence in social contexts. It became evident that there could be a significant gap between a person's general intelligence and their social success, particularly in university environments. Consequently, emotional intelligence has been recognized as a crucial factor influencing the effectiveness of future professionals, as it promotesa humanistic approach to personal development and training, facilitates self-acceptance, and supports the personal maturity of upcoming professionals.The authors advocate for the necessity of nurturing emotional intelligence among students to effectivelyaddress professional challenges. Within contemporary educational contexts, fostering social success among future educators has become a critical objective, especially given the evolving demands of the teaching profession and the increasing socio-cultural dynamism. A teacher's social success extends beyond merely possessing professional skills and knowledge; it encompasses a comprehensive set of competencies that enable effective interaction with students, colleagues, parents, and society at large.

Discrimination Against Non-native English Speakers in the English Language Teaching Profession: Evidence from Internship Advertisements

Despite the non-native English-speaking teachers’ (NNESTs) movement, the literature documents widespread discrimination against NNESTs particularly in hiring discourse in English as a foreign language (EFL) contexts. The present study aims to shed light on another aspect of this discrimination in EFL internship advertisements by investigating the ideal interns’ qualifications and requirements as well as the characteristics of internship locations and fringe benefits attributed to the internship positions. To this aim, 13 international advertisements were chosen as the corpus of the study from the Premier TEFL website and were thematically analyzed. The results pointed to the native speaker fallacy in internship advertisements as all the programs required the candidates to be native speakers of inner-circle English-speaking countries or hold academic degrees from these locations. Additionally, a variety of selling strategies and marketing tactics such as the description of landscapes and outdoor activities along with a diversity of fringe benefits were utilized to attract native speakers. The results are discussed in the light of native speaker dominance in the profession and the ways to fight against this legacy. Finally, the paper ended with the implications the study has for various stakeholders including native English-speaking teachers (NESTs) and NNESTs themselves.

School based inclusive mentoring within the scope of an experiential learning model (IEM) for teacher education

This research employed school-based Inclusive Experimental Monitoring (IEM) mentoring within the scope of Kolb's (1984) experiential learning model. This was used to support pre-service teachers, combined with their existing undergraduate education at a Turkish university. The study undertook a mixed research approach, using the pre- and post-test experimental group (n=11) and control group (n=11). Various quantitative and qualitative data collection tools were used, including a personal information form, scales, questionnaires, video recordings, and unstructured observation. The results indicate that IEM has several positive outcomes for self-efficacy in inclusive education and readiness for the teaching profession. However, the study did not find any substantial changes in attitudes towards individuals with special educational needs, despite some observed positive impacts. It is believed that integrating IEM into the entire undergraduate education process can lead to further development in this regard.

EnhancingStudents’Future Problem-solvingSkills for Educational InternshipPreparation

The goal of this study was to assess the future problem-solving skills of students as they prepare for an educational internship program. The research used an experimental design and involved five universities in Indonesia. There were a total of 10 class groups, with five acting as control groups and five as experimental groups. The study included 300 students and five prerequisite course lecturers, and a random sampling technique was employed. Three instruments—a problem-solving test, a future problem-solving test, and a standardized achievement test—were administered to all participating students. The results indicated that the design of educational internship prerequisite courses with a future problem-solving approach significantly impacted students' ability to come up with original problems. However, it did not improve the contextuality, complexity, and diversity of issues proposed. The study focused on designing, implementing, and evaluating prerequisite courses for educational internships to improve problem-solving skills, future problem-solving skills, student beliefs about the physical education and health teaching profession, and attitudes toward posing academic problems as future educators. Additionally, the study developed a framework for teaching and assessing problem submission.

Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance

Ethical Exploration of Teacher Professional Ethics and Education Quality Assurance

Rapid Response to Professional Development: How Online Teacher Professional Learning Networks Supported Teachers in Pandemic Times

During COVID-19, when teachers rapidly shifted to remote teaching and learning, it became evident that there was an educational crisis—teachers were unprepared for teaching using digital pedagogies. A group of teachers and teacher educators in Trinidad and Tobago, ITTPN Global, responded to the call for emergency professional development in ICT tools with a free workshop series via Zoom. The workshop series served to address teachers’ upskilling in key areas of ICT as digital pedagogy became the pandemic pedagogy. Pandemic pedagogy refers to teaching and learning during COVID-19. Teachers built confidence and competence in using ICT tools and designing online lessons. The professional learning model highlighted in this paper utilized authentic and active learning and teacher agency. This reflective essay examines the transformative possibilities of networks in a crisis with implications for professional teacher learning post pandemic.

Practitioners’ Experiences of School Readiness in Rural Early Childhood Centres in QwaQwa Free State, South Africa

The analysis of the school preparation experiences of rural early childhood practitioners. Multiple complex issues exist regarding school preparedness in South Africa. Research has found that many South African children are unprepared for formal schooling. Some of the challenges experienced by these young learners were low reading strength, learning setbacks and complications, and sluggish general development. As a result of these issues, young children face long-term repercussions. These include the inability to escape the cycle of poverty, lack of educational support, and poor socioeconomic conditions within their environment. Therefore, it can be argued that teaching within the South African public schooling context is marred with difficulties and unforeseen challenges. It is difficult to imagine how to modify South African infrastructure so all children can reach their full potential. Given that our ancient past is still rife with historical and power changes, the government must consider several factors while developing ways to aid transformation. This study investigated the perspectives of practitioners on school preparedness. At the same time, it investigates the significant learning at the grass-roots level that emerged from participation in a critical paradigm-based participatory action research project. The study is anchored in a philosophical methodology that leverages Practitioners’ idea that early childhood learners are ready for formal school. They do not emphasize play as a pedagogy for learning in preparation for school readiness. This paper is grounded in constructivism, which helps comprehend how school readiness knowledge improves formal education for young students. The author used the qualitative research approach with an interpretive paradigm to explore practitioners’ school readiness experiences. The author developed a semi-structured interview schedule to collect data from six practitioners in the Thabo-Mofutsanyana district in the Free State Province. The findings revealed practitioners lacked appropriate training and support in preparing young learners in ECD centres. Furthermore, practitioners lacked appropriate pedagogical skills to strengthen teaching and learning. The study recommended that practitioners receive ongoing professional teacher development in school readiness and use various teaching and learning strategies such as play pedagogy.

Personalities of professional heroes in the musical pedagogy of the South Urals

The article continues a series of studies by the authors devoted to the consideration of the activities of famous musicians-teachers of the South Urals in the heroic paradigm – as outstanding masters who have achieved impressive results in pedagogical work, have received wide public recognition, are perceived by the professional community as a model of service to their cause and an axiological guideline for the younger generation. The purpose of this work is to present the activities of famous musical teachers of the Southern Urals in an integrative context. In this article, the personalities of outstanding teachers of the P.I. Tchaikovsky South Ural State Institute of Arts (hereinafter referred to as the Tchaikovsky Law School) - E.G. Bykov (balalaika), V.V. Kozlov (guitar), A.A. Heineman (French horn, orchestral conducting) are chosen for study. The methodology consists in using an integrated approach and synthesis of research methods in pedagogy, art history, and cognitive linguistics. The scientific novelty of the article lies in the fact that the heroization of the personality of the teachers-musicians of the Tchaikovsky YUrGII is revealed integratively: in the didactic aspect (creation of their own outstanding pedagogical school), culturological (enrichment of cultural achievements of the region through fruitful and highly productive creative work of professional heroes), communicative (establishment of stable artistic communication with the public through creative activity of students), axiological (formation of reference principles and methods of work of a professional teacher, acting as axiological guidelines for the younger generation of musicians). The theoretical significance is expressed in a systematic and consistent study of the pedagogical heritage of outstanding masters of art of the South Urals, which allows us to enrich the history of the development of the Tchaikovsky School as one of the leading creative universities in the region. As a result of the research, the hypothesis is proved that the activities of outstanding musical teachers should be considered as a phenomenon of the spiritual culture of society in the unity of transformative, cognitive, value-oriented, communicative potential, and only integrative perception allows us to identify aspects of the glorification of personality most fully and in relief.