Teacher Research Research Articles

Preparing culturally and linguistically responsive teachers of multilingual learners through teacher research

This article presents an overview of Project ELEECT (English Learners’ Educational Excellence Capitol Teacher Training Project), a U.S. Department of Education-funded program designed to prepare teachers in Culturally and Linguistically Responsive Pedagogy (CLRP) for multilingual learners (ML). The purpose of Project ELEECT is to promote educational justice for MLs by revising a Master of Arts + ESL Licensure program for pre-service teachers and creating a professional development program for in-service teachers. It prepares pre-service and in-service teachers of MLs in CLRP through teacher research, and specifically offers a novel professional learning tool, which we call Impact on Learning Studies (IOLS). This teacher research tool represents a framework for the systematic and intentional self-study of their teaching practices. In this article, we lay the foundations for a research agenda that investigates pre-service and in-service teachers’ understanding and implementation of CLRP, documents concrete examples of CLRP in various classroom contexts, and examines the efficacy of teacher research initiatives to prepare teachers in CLRP. Project ELEECT prepares teachers to invite students’ cultural and linguistic experiences into their classrooms, create spaces for CLRP, and foster critical consciousness in learning settings, thus taking a major shift towards cultivation of anti-racist dispositions in education.

TRAINING ON THE DEVELOPMENT OF RESEARCH CENTRE AT SMAN 3 SEMARANG

Research is not only based on what we create, but whether the research can be applied and have a positive impact on society in general or not. SMAN 3 is one of the favorite schools in Semarang, but until a long time SMAN 3 Semarang has not been a research-based school, so this PkM aims to provide a more detailed understanding of research. The method used is by mentoring SMAN 3 Semarang in the process of becoming a research-based school, and building a journal as a medium to publish the results of student and teacher research. The result of this service was the establishment of a research centre at SMAN 3 Semarang and the journal Journey. With this journal, the published research results will be able to bring significant changes to sustainable research, where young people will be able to improve their competence in the field of research and can become reliable researchers in facing the era of globalization. Furthermore, in this community service, the step to build a smart centre is to apply it to the curriculum and this will be able to have a significant impact such as the establishment of UMKM to support the community's economy.

Kemampuan Mengelola Kelas Untuk Mengantisipasi Perilaku Bullying Melalui Model Manajemen Kelas Ramah Anak

This research aims to determine the skills of PAUD teachers and prospective teachers in managing classes to anticipate bullying behavior in PAUD institutions through the implementation of the Child Friendly Class Management Model (MKRA). This research uses quantitative descriptive methods with survey techniques for PAUD teachers and classroom action research (PTK) for prospective PAUD teachers with data collection techniques using questionnaires, tests and observations. The sample in this study was 115 teachers who taught at non-formal PAUD institutions in Pulo Gadung District and 20 prospective teachers in the PG-PAUD FIP UNJ undergraduate study program. The research results show that teachers who have the ability to manage the classroom are in the quite good category at 60.80%. Meanwhile, the teacher's ability to anticipate child bullying in the classroom is 64.30%. These results illustrate that there are still many teachers who are unable to manage the classroom to anticipate children's bullying, which is characterized by the lack of teachers in recognizing the forms and characteristics of children's bullying, as well as the learning methods used. The results of classroom action research (PTK) show an increase in the ability of prospective teachers to manage the classroom from initial conditions of 50% to 70% in cycle 1 and 95% in cycle 2, which proves that the Child-Friendly Classroom Management Model (MKRA) can help improve competency managing classes for prospective PAUD teachers.

Informational Competencies: Cognitive strategies to promote the development of research in teachers of a Higher Education Institution

Informational Competencies: Cognitive strategies to promote the development of research in teachers of a Higher Education Institution

Making Homework a Catalyst of Teacher-Parents-Children’s Collaboration: A Teacher Research Study from an Elementary School in China

Promoting teachers, parents and students to collaborate and participate in homework has important value to improve educational quality and develop a learning community. Based in the Chinese education context, the authors conducted an experiment of Happy Homework in one elementary school. The homework catalyzed the full participation of parents and cooperative innovation between the teachers and students. To investigate the outcomes and experiences of the project, the authors utilized a variety of research methods, such as questionnaires, onsite observation, interviewing and discussion with stakeholders, and transcript analysis. The authors found that collaboration among teachers, parents and students played a big role in the development of the students. It stimulated the students to perceive the quality of learning, and the students’ performance, learning quality, self-awareness, and social and emotional development was improved. In addition, a learning community was developed. Based on the initial case study, a series of follow-up research studies are being carried out in the case study school.

Yuri Vladimirovich Grigoriev’s Personal Book Collection (to the 125th Anniversary of the Scientist’s Birth)

Personal book collections of scientists are valuable both as a historical and cultural source for the study of the owner’s personality and as an information resource. The article provides for the first time a multidimensional characterisation of the book and journal collection of the famous Russian librarian Yu.V. Grigoriev (1899—1973). The collection is currently part of the Fundamental Library of the Tambov State University (TSU) named after G.R. Derzhavin. After the death of the owner, the collection was acquired by the Tambov branch of the Moscow State Institute of Culture. It was included in the Fundamental Library TSU named after G.R. Derzhavin in 1994 in the process of its creation. The volume of the collection is 6241 copies. The quantitative and qualitative analysis of its thematic sections gives additional touches to the reader’s portrait of Yu.V. Grigoriev, reveals the sphere of his professional interests. The collection is universal in composition, most of which are publications on librarianship and related fields. The lower chronological boundary of the editions in the collection is 1852. Of special value are the editions of the 19 century, annual sets of magazines “Red Librarian”, “Bibliographic News”, a collection of abstracts of PhD theses of authors who became authoritative Russian librarians and bibliographers. All books contain exlibris of Yu.V. Grigoriev. More than 300 copies have gift inscriptions of colleagues and students, including two inscriptions of L.B. Khavkina. Being in the collection of the university library, the collection retains not only the memorial value, but also is a unique information resource, which is used in research and educational activities of teachers and students of the Department of Library and Information Resources of TSU named after G.R. Derzhavin.

DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN HIGHER SCHOOL: FOREIGN EXPERIENCE

Teacher research constitutes an integral component of a pedagogue's professional activity, serving the purpose of comprehending and transforming the pedagogical reality through the application of scientific insights and methods. One of the benefits of such endeavors is enhanced research competence. The present paper delves into the approaches to developing research competence of students within the higher education institutions of European countries. The research methods include literature analysis, systematization (to elucidate key research concepts), comparative analysis (to discern the peculiarities of research competence development among students in European higher education), and synthesis (to formulate original conclusions). Based on the synthesis of scientific approaches (including the personal, activity-based, competence-based, systemic, knowledge-based, procedural-technological), research competence is construed as an integral quality of an individual, encompassing skills for conducting research to address educational issues and instructional management. A systematic examination of the approaches to research competence development among students in Germany, the United Kingdom, and France reveals a consistent and methodical progression. In the early stages of formal education, students are exposed to research-oriented learning, while in subsequent phases, they actively participate in undergraduate and graduate research. A recurring theme is the early engagement of students in research activities, bolstered by specific pedagogical conditions and teaching methodologies. These conditions include the encouragement of students' involvement in research, the reinforcement of interdisciplinary dimensions, and the pivotal role played by research advisors in coordinating student research endeavors. Additionally, active teaching methods, such as discussions, workshops, seminars, simulations, situational analyses, practical experiences, internships, and independent research, significantly contribute to the effective engagement in research activities. Project-based and problem-oriented learning methods emerge as predominant didactic approaches, seamlessly blending students' autonomous work with collaborative endeavors within small research groups. Key forms of research competence development encompass lectures, seminars, practical sessions, and consultations. These educational formats not only motivate students to apply their acquired knowledge in practical contexts but also ignite their enthusiasm for independent exploration, fostering creativity.

MGMP IPS Partnership Program to Improve the Ability to Compile Classroom Action Research (PTK) for Social Studies Teachers in Banjarbaru City

Kemampuan guru-guru IPS SMP di Kota Banjarbaru dalam menyusun penelitian tindakan kelas perlu ditingkatkan. Oleh karena itu,tim pengabdian dari Universitas Lambung Mangkurat melakukan program kemitraan dengan MGMP IPS untuk meningkatkan kemampuan menyusun penelitian tindakan kelas (PTK)di sana. Tujuan pelatihan ini adalah untuk memberikan pengetahuan dan keterampilan praktis dalam Meningkatkan kemampuan guru dalam merancang proposal PTK sesuai dengan kebutuhan peningkatan pembelajaran. Metode pengabdian yang dilakukan adalah ceramah, dialog interaktif, dan coaching clinic proposal PTK. Peserta pelatihan ini berjumlah 28 orang guru. Hasil pelatihan adalah dihasilkannya beberapa proposal PTK oleh guru IPS SMP yang tergabung dalam MGMP IPS Kota Banjarbaru. Simpulannya adalah guru peserta pelatihan dapat membuat proposal penelitian tindakan kelas.

Inclusive culture of educational specialists: students of pedagogical directions of university training and practising teachers

The article considers aspects of formation of inclusive culture at the university, as one of the key areas of activity of modern higher school. The concept of «inclusive culture» is revealed in several directions, among which are the following: a special philosophy, an integral part of the general culture, a special atmosphere of trust, an original concept of the introduction of adapted modifications into the organization general structure, a fundamental basis for the creation of inclusive society culture, through which the goals of inclusive education are achieved and the social and personal qualities of all participants in inclusive society are improved. The authors analyze approaches to the definition of «university inclusive culture», inclusive culture structural components as well as its methods of research. The results of inclusive culture research of future teachers and practitioners in the field of education are presented.

The effect of social media marketing on consumer behavior and qualitative research for teachers

The effect of social media marketing on consumer behavior and qualitative research for teachers

Teachers Research Perception, Competence and Work Performance: Basis for A Capability Building Plan

This study investigated and explored the research perception, competence and work performance of teachers which was made basis for a capability building plan. This study further examined the teachers’ level of research perception in the area of time, cost, and knowledge as well as the teachers’ level of competence in the area of ability to work under pressure, ability to communicate, and technology capability in relation to their work performance. With the use of a qualitative research approach and a sample size of 155 teachers’ the data of the research perception, competence and work performance of teachers were collected. The findings revealed that there are no significant differences in the level of research perception and competence when each area is grouped according to the variable of highest educational attainment, number of trainings attended and length of service. It also revealed that there are significant differences existed in the level of teachers work performance specifically in the variable of educational attainment and length of service. It also revealed that there is no significant relationship existed between the level of research perception of District Murcia II teachers and their work performance. And there is a significant relationship existed between the level of research competence of District Murcia II teachers and their work performance. A proposed capability building plan was made to address the problem of teachers in terms of their level perception and competence in action research writing.

Готовность педагогов образовательных организаций к популяризации, распространению и внедрению психолого-педагогических знаний в образовательную практику

The article is intended to raise the issue of application of scientific psychological and pedagogical knowledge by teachers of educational organizations to enrich modern pedagogical practice. Such criteria of teachers’ readiness for popularization, dissemination and introduction of psychological and pedagogical knowledge (achievements and developments of psychological and pedagogical science) into educational practice as affil-iative, activity and amplificative are analyzed. The aim of the study is to estimate the efficiency of existing mechanisms and channels of popularization, dissemination and implementation of achievements and devel-opments of psychological and pedagogical science in pedagogical activities. The authors organized and con-ducted a study of teachers’ readiness to generalize their pedagogical experience and pass it on to their col-leagues, to disseminate scientific psychological and pedagogical knowledge among students and their par-ents. For this purpose the method of survey in a written form – questionnaire was used. In accordance with the selected criteria, the analysis of the results of the conducted research of teachers’ readiness to popularize, dis-seminate and implement psychological and pedagogical knowledge in educational practice is presented.

Fulfilling the Regenerative Potential of Higher Education: A Collaborative Auto-Ethnography

Moving towards sustainable futures in which human and natural systems increasingly flourish together asks not only for technological innovation but also for social, cultural, psychological, and spiritual transformation. Regenerative education is an upcoming strand of theory and practice seeking to understand the enabling role educational systems can fulfill in this process. This paper aims to advance the notion of regenerative education from the perspective of two regenerative principles: (1) living the question of vocation and (2) embracing emergence. To do so, we—as a teacher–researcher and a student–researcher—engage in collaborative auto-ethnography against the background of a regenerative educational experiment we participated in together, which we refer to as “Graduate with Hope”. Our collaborative auto-ethnographic process was built around the practices of journaling and diffractive letter conversation. Through it, we meditate how (1) fostering a regenerative educational experience asks for the embrace of the pedagogical paradoxes of structure, shared agency, educational space, and transformation, (2) embracing these paradoxes can be confrontational and trigger inner development, and (3) sustaining commitment in this context asks for an ongoing practice of “talking the walk”. These perspectives can inspire educational professionals to design for, engage in, and study regenerative forms of education.

Implementation of Local Wisdom-Based Learning Management in Inclusive Schools

The research aims to identify how the management of inclusive school learning based on local wisdom is implemented in junior high schools. Our research is qualitative with an explanatory approach. The study participants were selected following a sampling technique with specific criteria. Data collection techniques include observations made by researchers without being directly involved in activities. In addition, interviews were conducted through direct communication between the interviewer and the participant. The data analysis technique was interactive, consisting of three activity lines including (1) data reduction, (2) data display, and (3) data verification. Theoretically, the teacher's research results show that implementing local wisdom-based learning management in inclusive schools has not been effective and needs to be improved in every aspect so that children with special needs can learn like other children.

Teaching for Social Justice: A Teacher Researcher's Journey and Evolution

AbstractThis article (a) explores the experience of an early childhood teacher researcher as she intentionally uses interactive read‐alouds to promote social justice and to encourage critical consciousness in her preschool classroom and (b) offers guidance for educators to embark on their own social justice journey. Over the course of a 2‐year study, the teacher engaged the children with 12 books. Findings describe the personal and professional evolution of the teacher researcher as social justice became her “way of being.” As she studied and reflected on issues of oppression and equity, and considered her own classroom read‐alouds, she shifted her approach from centering social–emotional learning to social justice. This shift was marked by changes in book selection and presentation and by two key turning points. Findings also detail the roles the teacher adopted as she explored books with her students and illustrate how these roles supported and prompted social justice. Self‐reflection points and steps are included to support educators in teaching for social justice.

Development of Research Competency for Pre-service Teacher in Early Childhood Education Program using Peer Coaching Process

Purpose: This semi-experimental research aimed at achieving two objectives: 1) to develop the research competency of pre-service teachers in early childhood education through the use of a peer coaching process, and 2) to compare the research competency of pre-service teachers in early childhood education before and after implementing the peer coaching process. Methodology: The research sample consists of 30 second-year pre-service teachers in the early childhood education program who are enrolled in research classes in the 2021 academic year, selected through cluster random sampling. The research tools used include activities planned with a peer coaching process and a pre-service teacher research competency assessment form. The statistical analysis employed the mean and standard deviation. Findings: The findings revealed that: 1) pre-service teachers demonstrated good research competency when using the peer coaching process (mean = 3.97, SD = 0.52), and 2) the research competency of pre-service teachers in early childhood education after the implementation of the peer coaching process was at a higher level (good level) compared to their competency level before the trial of the peer coaching process (fair level). The statistical significance was set at .05. Conclusion: Upon closer examination, it was found that the participants exhibited good performance in all aspects, except for writing research reports and presenting research findings. Furthermore, the research competencies of the post-experimental early childhood education students were significantly higher than before the reciprocal coaching process. Practical Implications: This study can be implemented in the classes to improve the competency of student's research ability by applying these coaching methods.

Research exploration and learning practices for prospective mathematics teachers

In the world of education, a study has quite a large influence on education practitioners. This study aims to analyze the relationship between research and learning practices for prospective mathematics teachers. In this context, researchers will explore the understanding of prospective mathematics teachers on existing research related to the practice of teaching mathematics prospective teachers. The research method used in this study is a quantitative research method with the type of research used in this research is correlational. The results of this study are in line with the research objectives, namely wanting to see whether there is an influence on research with learning practices for prospective mathematics teachers. The data shows that there is an influence between research on learning practices for prospective mathematics teachers.

The influence of critical friendships on secondary student teachers engaged in collaborative action research

ABSTRACT In this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined here at grades 9 through 12) in the last year of a two-year Masters program from a large, research-intensive university situated in the West of Ireland. The student teachers were organized into 11 critical friend groups of three to five members focused on conducting collaborative action research on the integration of different approaches to lesson planning. Four university supervisors guided the critical friend groups on the topic of lesson planning and offered three lesson plan templates including a long form, shortened form, and a form created by the student teachers themselves. Data were gathered via group feedback forms, surveys, and action research papers. Data analysis entailed the use of open coding, categorization of recurring codes, and analytic memos. Assertions were generated based on recurring trends in the data. Findings indicated that student teachers as researchers have the capacity to leverage the resources, skills, and knowledge gleaned from their critical friend groups to advance their development as teachers and teacher researchers. Their collaborative relationships help ensure a sense of confidence and respect for one another and for the teaching profession itself.

Overcoming Obstacles for the Inclusion of Visually Impaired Learners through Teacher–Researcher Collaborative Design and Implementation

Teacher preparation to address the needs of disabled learners in mainstream mathematics classrooms is quintessential for the implementation of the inclusive educational policies that governments are often committed to. To identify teacher preparation needs, we draw on data and analyses from the doctoral study of the first author, who endorsed sociocultural and embodied perspectives in an investigation—first exploratory, then interventional—of visually impaired (VI) learners’ experiences and their teachers’ inclusion discourses. Here, we focus on the intertwined contributions of physical and digital resources in the mathematical learning experiences of VI pupils, as these resources co-existed simultaneously in the observed mathematics lessons. We first summarise findings from the exploratory phase that highlighted inclusion issues related to resource use in the mathematics classroom. We then offer a critical account of the circumstantial and systemic obstacles that impeded the successful intertwinement of digital and physical resources and discuss teacher–researcher collaborative design and implementation of classroom tasks (auditory, tactile) in the intervention phase. We conclude by making the case that well-meaning individual teacher–researcher collaboration is a necessary condition for such interventions to succeed but not a sufficient condition for these interventions to be scaled up and have longevity.

QUALITY HIGHER MANAGEMENT EDUCATION IS A CONDITION FOR THE EFFICIENCY OF ECONOMIC REFORMS IN UKRAINE

Quality higher education forms national competitiveness and strengthens the country's status in the global economy. The work proves the relevance of ensuring the quality of higher education in the field of management through zones of influence on: a person, his position in life, the surrounding world and the future. Systematized: actual challenges to the practical activity of managers in Ukraine: reengineering of business processes using artificial intelligence; formation of project teams based on holocracy; requirements for speeding up management decision-making; personnel development according to programs of innovation and professional intelligence; development of a manager's emotional intelligence and authentic leadership in order to increase the productivity of project activities; coaching management to concentrate the individual capabilities of employees in the performance of business tasks; increasing the manager's stress resistance; and challenges regarding high-quality training of managers in domestic higher educational institutions: participants in the educational process, who found themselves in the epicenter of hostilities, suffered significant mental and physical injuries; forcibly displaced from the zone of active hostilities, usually face problems of social adaptation; damaged and destroyed infrastructure; return of forcibly displaced participants of the educational process; implementation of the policy of reforming the sphere of education at all levels: improvement of industry standards of higher education, taking into account the latest technologies; digitization of education; inconsistency of the material and technical base of educational institutions with the technological development of research and operational processes; methodological support in accordance with the updated requirements of industry standards of higher education; equal opportunities (transparency and completeness of information) to obtain quality education. In the work, the author structured measures to overcome modern challenges in the field of higher management education in the following directions: innovative management of a higher educational institution; updating the educational institution's strategies for training managers for each global problem (pollution of ecosystems - a strategy of integrated growth due to the implementation of compatible projects on environmental management of various educational programs and cooperation of educational institutions of different countries; low rates of economic growth - a strategy of diversification through the formation of educational projects on management, regarding the restructuring of business entities based on the capabilities of artificial intelligence; energy and food crises - a strategy of intensive growth through the formation of new logistics systems in Ukraine; digitalization and technological development - a strategy for reducing administrative costs of a higher educational institution through the introduction of projects for practical training of students under the management program) ; investing in teacher training programs. The following measures contribute to the development of higher education in the field of management: dialogue around teaching and learning at the international level; innovative creative teaching practices with a high level of impact; innovative educational technologies; joint research of teachers and students in the field of management; integration of the scientific and innovative system of Ukraine into the European research space; intellectual discussions and debates in an interdisciplinary context in training managers. The issue for further research is indicated: the integration of individual student learning trajectories into the structure of curricula of higher educational institutions according to various educational programs.