Teacher Research Research Articles

“But once I did it, it was incredible”: practitioner action researchers’ experiences of transcription and using transcripts

ABSTRACT Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.

Retracted: A Study on Competence of Teaching or Scientific Projects Research for Primary and Secondary School Teachers Based on Blockchain Technology

Retracted: A Study on Competence of Teaching or Scientific Projects Research for Primary and Secondary School Teachers Based on Blockchain Technology

Methodology and Organization of Professional Research and Academic Integrity in the Formation of a Modern Foreign Language and Literature Teacher

The study is devoted to the issue of methodology and organization of professional research and academic integrity (AI) in the formation of a foreign language and literature teacher. The purpose of the article is to characterize the role of the educational component «Methodology and organization of professional research and academic integrity» in the formation of the personality of a foreign language and literature teacher and his/her compliance with the principles of AІ, to offer methodological advice for studying the course, to reveal the policy of academic integrity in higher education institutions on the example of Hryhorii Skovoroda University in Pereiaslav. Methods. To achieve the goal, the author used the following methods: theoretical (analysis, synthesis of normative and scientific-pedagogical sources) and empirical (observation of the educational process). Results. The author considers that the study of the educational component «Methodology and organization of professional research and academic integrity» by students of the second (master's) level of higher education under the Еducational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» to be an important element of their professional training as highly competent teachers of foreign language and literature and a necessary tool for countering violations of AІ principles. The main elements of the course were considered (goal, tasks, general and professional competences that are formed during study, program learning results, content components of the course, a list of indicative topics and tasks for independent work, etc.), the certain methodical tips for studying the course are offered, the policy of academic integrity in Higher Education Institutions on the example of Hryhorii Skovoroda University in Pereiaslav are defined. Then article states that Higher Education Institutions have a number of documents that highlight the policy, standards and procedures for compliance with academic integrity, certain tools are in place to counter AІ violations, and a set of preventive measures is used. Conclusions. The educational component «Methodology and organization of professional research and academic integrity» for applicants of the second (master's) level of higher education under the Educational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» is an important element of their professional training, which together with other components of the Educational programs and certain tools of the higher education institution to counter violations of academic integrity, with the support of non-formal education and self-control regarding compliance with the principles of AІ, will be able to ensure the formation of the future foreign language and literature teacher as a highly competent scientist, professional and virtuous pedagogue. A detailed study of online services for assistance in processing the results of professional research of future foreign languages and literature teachers is defined as the perspective of further investigations.

Analysis of the Current Situation of TPACK Research for Primary School Teachers in China

TPACK (Technological Pedagogical And Content Knowledge) is a form of knowledge that involves the interaction and integration of subject content, teaching methods, and technology in education. It represents a novel knowledge framework essential for teachers in the information age. The TPACK framework necessitates a deep understanding of each facet of knowledge to effectively integrate technology, teaching methods, and subject content for impactful instruction. This study employs literature research methodology and CiteSpace software to comprehensively identify and visually analyze the research landscape of TPACK among primary school teachers in China. It explores the distribution patterns, research hotspots, knowledge base, transformations, and emerging trends within TPACK research. The findings reveal that literature on TPACK studies has been published in CSSCI journals since 2011, illustrating the increasing attention towards TPACK research. Initially, the research focuses on the entire group of primary school teachers and subsequently narrows down to rural primary school teachers, further segmented by disciplines. Researchers primarily investigate the current status, influencing factors, and strategies related to professional development of primary school teachers. Domestically, collaborative research groups primarily concentrate in key normal universities, often encompassing cooperation between different departments within the same institution, while cross-institutional collaboration remains limited. Furthermore, intercollegiate cooperation is sporadic, with minimal established collaborative relationships.

Academic Supervision in Higher Education: The Case of Government Colleges in Bangladesh

Academic supervision is considered an important mechanism to improve the performance of an educational institution. This article aims to investigate the situation of academic supervision in Bangladeshi Government Colleges (GCs).The article, in particular, explores the impacts of academic supervision on Bangladeshi students and teachers in developing their competencies and confidence in postsecondary educational settings. The study was conducted employing thequalitative research method and collecting data from in-depth interviews, secondary published literature, such as books, journal articles etc. The study finds that effective academic supervision considerably helps students achieve their learning progress as well as teachers attain their professionalization in the GCs of Bangladesh. Various challenges exist in higher education in Bangladesh, which include the lack of resources, limited use of educational tools and technology, policy problems, lack of sufficient training and scope of research for teachers, and so on. This article has made several recommendations for improving academic supervision to enhance quality education in the Bangladeshi GCs. Philosophy and Progress, Vol#71-72; No#1-2; Jan-Dec 2022 P 97-128

Catalyzing Change for Equitable Participation

This manuscript discusses the Plan, Do, Study, Act (PDSA) cycles designed to help math teacher-researchers (TRs) create more equitable discourse patterns in their classrooms. Before the first cycle, TRs were asked to complete gender and race implicit assessment tests (IATs). Then, TRs planned and recorded a video of themselves facilitating a math discussion. Next, math teacher educators (MTEs) used the Equity QUantified In Participation (EQUIP) classroom observation instrument to code and analyze the discussion. Subsequently, TRs had an opportunity to reflect on the EQUIP and IAT results and set goals for making their teaching practices more equitable. MTEs provided guidance and resources to help the TRs develop a plan to achieve their equitable teaching goals. The implications for PK-12 practicing teachers from two PDSA cycles with three TRs are shared here. We hope this work will inspire and guide other TRs to implement similar PDSA cycles.

하늘고등학교 학교조직기술 활용에 관한 사례 연구

The purpose of this study is to analyze cases of the use of school organizational technology at Haneul High School based on four types of organizational technology proposed by Perrow: daily technology, artisan technology, engineering technology, and non-routine technology. According to the school management policy based on the principal's educational philosophy, Haneul High School used school organizational technology for each type of organizational technology proposed by Perrow to improve the quality of teaching and learning centered on the student career-selective curriculum.
 The results of the case analysis on the use of Haneul High School's school organizational technology are as follows. The first is the use of routine technology. 1) The classroom tour, 2) the sound of bells during class, and 3) the operation of the Morning Spark program were organized into regular routines. The second is the use of craft technology. 1) Starting with the perception of the class, 2) the class consulting system, 3) the class survey and awards for class reflection, 4) the principal and the staff for curriculum reflection, and 5) the Teacher's Research Forum (TRF) for educational reflection were continuously operated. Third, it is the use of engineering technology. 1) (Standard) The Diploma system (graduation certificate) was operated as a certified engineering technology area, 2) the CNSA-net operation as an information engineering technology area, and 3) the curriculum-friendly school space was designed as an architectural engineering technology area. Fourth, it is a nonroutine technology. For the smooth operation of the school organization structure, the "consultation system for communication and decision-making" was operated. As such, school organizations need to reasonably utilize school organizational technology based on the types of organizational technology (routine technology, craft technology, engineering technology, and nonroutine technology) according to the characteristics of the task.

Pendampingan Penulisan Penelitian Tindakan Kelas (PTK) Guru Sosiologi di Musyawarah Guru Mata Pelajaran (MGMP) Sosiologi DKI Jakarta

The Community Service (PkM) activities that will be carried out with the Jakarta State University grant for the 2023 fiscal year depart from the road map of the research and community service program as an implementation of the tridarma of higher education at Jakarta State University related to the field of education, especially the development of teacher professionalism and the road map of the Sociology Education study program which aims to assist in writing class action research (PTK) for sociology teachers who are members of the DKI Jakarta subject teacher deliberation (MGMP). Through teacher communities such as MGMP, teachers can use it to improve the quality of teaching from preparation to evaluation and quality improvement through class action research. However, the problem that is currently present is that there are still few teacher communities that utilize the forum to improve their teaching capacity, one of which is experienced by teachers in the DKI Jakarta MGMP Sociology community. Therefore, in this community service activity, training on classroom action research will be carried out to improve the quality of learning by sharing experiences and knowledge related to classroom action research. This community service activity is in partnership with the Education Office and the DKI Jakarta MGMP Sociology Community. The process of activities that will be carried out by this service team with a mentoring system, mentoring activities begins with organizing focus group discussions to explore more deeply related to constraints and mapping the ability of teachers to make class action research. In mentoring, all teachers who are members of the DKI Jakarta Sociology MGMP will participate. It is expected that the output of this activity will result in a mentoring video on YouTube, teacher work, and intellectual property rights from making class action research

The reification of identity narratives in teacher–student discourse during an inquiry project

AbstractWe present a year‐long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced‐level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab school in Israel. Data were collected through videotaped participant observation of authentic working sessions and interviews with the TRM and the students. The analysis combines an ethnographic account with discourse analysis informed by a sociolinguistic approach that aims to answer the following research questions: (1) how are a teacher's identity‐narratives reified in teacher–student discourse in authentic sessions of mentoring students' inquiry? (2) how do they shape students' learning? and (3) how do they emerge from social–historical contexts? The findings problematize the challenges involved in engaging students from nondominant communities in science, technology, engineering, and mathematics learning. The analysis articulates the complexity of this challenge by showing how teachers' identity narratives shape the social construction of student–teacher discourse, generate tensions that undermine successful implementations of reformed learning experiences, and how this vicious cycle is profoundly influenced by the embedding social and historical contexts. The implications for research and practice are discussed.

Important but challenging: Chinese in-service EFL teachers' research attitudes in a graduate program.

In recent decades, the practice of involving teachers in research in degree programs is becoming popular. Yet, little is known about the impact of research experiences on teachers' behavior: whether research experiences change their teaching practices and lead to further research efforts in future careers, especially in the unique social, cultural, and educational culture of China. Thus, this study examines Chinese IETs' (in-service EFL teachers') research attitudes in a graduate program with a reasoned action approach. We used an embedded mixed methods research design to investigate a cohort of 197 IETs who completed the Research Attitudes in Vocational Education Questionnaire (RAVE-Q). The quantitative data validates the survey and shows that, in general, the IETs hold positive attitudes toward research. Next, semi-structured interviews investigating IETs and their advisors' perceptions of teacher research were conducted. The qualitative data shows a variety of research experiences among the IETs. Specifically, this study highlighted some interviewed IETs who had the desire to be reflective about their teaching and to apply research in their practices, nevertheless, the educational contexts made such efforts impossible. Thus, this study questioned the previous assumptions that positive research attitudes lead to corresponding research behaviors. This study offers implications for EFL graduate programs seeking to improve IETs' research attitudes both within and outside China.

Ethical dilemmas of teacher research in applied linguistics

Teacher research (TR) is teachers’ systematic examination of their pedagogy and/or their students’ learning within their own classrooms. Language TR presents different ethical dilemmas from other applied linguistics research due to the researcher's positioning and TR's situatedness. Teacher-researchers’ dual roles as instructor and researcher allow unique perspectives but also raise questions of subjectivity. Because TR is situated in specific contexts, teacher-researchers’ ethical decisions require special attention to interpersonal effects not captured in institutional ethics reviews. This article presents qualitative analyses of data collected during a semester-long graduate course introducing language teachers to classroom action research. We documented participants’ development as researchers through recorded class discussions and their reflective writing. We analyzed the data recursively, focusing on ethically important moments. Some ethical issues paralleled those in the TR literature while others were specific to each participant's context. Participants’ reflexivity was crucial for managing these context-specific dilemmas as some situations lacked a clear answer. We illustrate our findings with vignettes from participating teacher-researchers exemplifying these dilemmas. We conclude by discussing ongoing challenges in language TR and by recommending future directions.

IB MYP 학교 교육적 실행 양상과 과제

Objectives This study aimed to obtain educational implications for the settlement of IB public education by identifying the educational practice patterns and perceptions of teachers applying the program in IB MYP schools introduced into public education. Methods To this end, data were collected through group focus group interviews, class observations, and teachers' council visits with 16 IB MYP candidate schools and world school teachers (as of ΄21) in A region that are introducing the IB program in public education. Analyzed and organized. Results As a result, teachers' curriculum literacy improved in the process of understanding the national curriculum for the application of the IB program, and professionalism, autonomy, and responsibility increased in the composition of classes and assessments. Although the IB evaluation system was cited as the biggest factor in improving class instruction, under the current situation, they felt the burden of operating dual evaluation systems such as nice evaluation and summative evaluation, relative evaluation and absolute evaluation, and short answer and multiple choice evaluation. Most of the teachers said that systematic IB education contributes greatly to the development of teacher professionalism and the strengthening of students' competence, but it is very important to secure the research time necessary for teachers' class design and preparation. Teachers said that the ‘evaluation system’, ‘school quality management system’, and ‘structure that induces collaboration’ were attractive in IB education, while lack of research time, sense of responsibility and pressure for IB program application classes and evaluation, and individual feedback The large number of students managed and the burden as a leading teacher appeared as job stress. Teachers thought that the IB program was a very good educational device, but it should be accompanied by training support, work reduction, and changes in the form of entrance exams to secure teacher expertise. Conclusions Therefore, in this study, in order for IB education to stably settle in public education, the feasibility of introducing IB education and the formation of strong consensus among members on the educational effects, securing teacher research time, supporting IB teacher network establishment, and developing IB school teachers and student growth. Necessities such as development of measuring tools, improvement of teacher training system, accumulation of data on introductory evaluation method, and exploration of the IB program applied curriculum education implementation process were suggested.

Power, positionality and practitioner research: Schoolteachers' experiences of professional doctorates in education

AbstractThe growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research‐rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production.

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

Since its emergence in the 1960s, English for Specific Purposes (ESP) has been a dominant subfield in language education and English language teaching. The mainstream ESP literature appears to be linguistic-oriented with less attention directed towards ESP teachers. Responding to the calls for more ESP teacher research, this systematic review aims to be a substantial starting point in scrutinising research on ESP teachers published from 2010 to 2022 in the Scopus-indexed journals to frame current research foci, explore existing pedagogical collaborations, and propose suggestions regarding the issue of sustainability. Thirty-seven empirical studies were initially short-listed, of which thirty-two were analysed. A synthesis of ESP teacher articles yields seven lines of research: teachers’ perceptions and beliefs, teachers’ identity development and agency, perceived challenges and needs, collaborative practices, teaching and innovation, teachers’ knowledge, and technology in ESP. Two distinctive types of collaboration to effective instruction across contexts are illustrated. Drawn from the twelve years of research, the sustainability in ESP is presented to depict pedagogical, administrative, and policy implications. Last, future research directions are also proposed.

Analisis Metode Pembelajaran Bahasa Arab di Madrasah Aliyah Laboratorium UINSU Medan

This research aims to determine the method of learning Arabic in the Madrasah Aliyah Labolatorium UINSU Medan by using a type of field research with qualitative research method, which is the object of research for Arabic subject teachers and the methods used in learning Arabic. The method used at the Madrasah Aliyah Labolatorium UINSU is tu use various method and adapt tu the material to be tought and also the methods that are commonly used, namerly the group discussion method, demonstration method, field trip method and translation method. The method used was implemented well an made it easier for students at the Madrasah Aliyah Labolatorium UINSU to understand the lessons conveyed by the teacher. The importence of using methods and choosing metgots that are appropriate to the material ti be taught in learning Arabic will make it easier for students to understand learning and create affective an efficient learning.

Analysis of Teachers' Research Competencies, Scientific Process Skills and the Level of Using Information and Communication Technologies

The aim of this study is to examine the research and ICT competencies and scientific process skills of teachers in different branches in Kazakhstan and the relationship between these three variables. The sample of the study consists of 258 teachers working in different cities of Kazakhstan in the 2022-2023 academic year. Teacher Research Competence Scale, Scientific Process Skills Scale and Information and Communication Technologies Competence Scale were used as data collection tools. Arithmetic mean, unrelated sample t test, one-way analysis of variance (ANOVA) and multiple linear regression analysis methods were used to analyze the data obtained. As a result of the research, it was determined that the participant teachers had moderate level of competencies in using research and information communication technologies and scientific process skills. Participant teachers' competencies in using research and information communication technologies and scientific process skills show significant differences according to their gender and branches. In particular, it was observed that teachers working in science and mathematics branches exhibited high research and ICT competencies and scientific process skills. Finally, significant relationships were observed between participant teachers' research and ICT competencies and scientific process skills. Scientific process skills were found to be the most important factor affecting teachers' research skills and competencies.

How Do EFL Students Perceive Challenges Towards Writing Short Drama Script of Narrative Text?

The present study aims to find out the dominant challenges experienced by 11th-grade students in writing short drama scripts of narrative text. One hundred six students were involved as research participants. The method used was quantitative descriptive with a questionnaire as the instrument consisting of 15 items about the students' challenges in writing short drama scripts. The questionnaire was distributed to the participants via WhatsApp group, and the teacher researcher asked them to submit it within 20 minutes after it was distributed. The researcher analyzed the participants' results of the questionnaire by using SPSS to find out the mean scores of each item. The mean scores gave information about which items on students' challenges were more dominant. The results show that the students do not experience the challenges of writing short drama scripts because of basic knowledge that the students already have. The willingness of students to read and practice several narrative texts helps increase the students' insight, the use of cooperative learning in class, as well as the readiness and sufficient background knowledge of the teacher to give to the students, are very helpful in developing and writing short drama scripts.

A Study on the Current Situation of the Development of Kindergarten Physical Intelligence Curriculum in Enshi Prefecture

Abstract: This study presents survey data and interview results from experts at Wuhan Happy Smart Beans Culture Communication Co., Ltd, a well-established children's body intelligence education and training institution in Enshi. The study investigates the current state of kindergarten body intelligence curriculum development, analyzing its policies, goal setting, activity content, organization, and evaluation of effectiveness. The findings contribute to a realistic understanding of early childhood physical intelligence curriculum research and teacher training for early childhood physical education teachers.

Development and Verification of a Survey Scale on Academic Conditions in Higher Education

This paper focuses on the teaching practice research of front-line teachers in colleges and universities, and aims to explore a scientific, standardized, operative and flexible learning situation analysis framework through the development and verification of Learning Situation Survey Scale, including the learning situation survey tool “Series Questionnaire of Learning Situation Survey” and the strategy of data statistics and analysis. According to the psychological characteristics of learners, the research contents are divided into three-level index systems from top to bottom, and specific items are generated. Among them, the first level indicators include “identity information”, “learning orientation”, “learning style” and “cognitive level” . And the first draft of the scale was predicted, the research data was statistically analyzed by SPSS, and the scale items were revised according to the results of factor analysis. The revised scale has a good structure, high reliability and validity, and can be used as an effective survey tool for Learning Situation Analysis.

The Context of Professionalism among Early Childhood Education Teachers in Indonesia

<em>The teacher is be told a professional teacher when he has basic competence as a teacher. The purpose of this research is to find out and analyze in the professional context of early childhood teachers in Indonesia. Data collection was carried out using qualitative research methods. Data collection is useful for obtaining the information needed to achieve research objectives. Data collection was carried out by distributing questionnaires to 34 early childhood education teachers in Indonesia as respondents based on length of teaching. The results of the Professional Good Teacher research in the Context of Early Childhood Teachers in Indonesia concluded that a professional good teacher can be said if the teacher fulfills, 1) the requirements of a professional teacher; 2) have professional teacher competence; 3) have good ethics as a professional teacher; 4) teachers who meet National Standards (Law Number 20 of 2003) and International Standards (National Association for Early Young Children), and; 5) teachers who are linear in their fields, for example early childhood education teachers, the linear study is early childhood education. With the existence of government standards and regulation related to early childhood education professional teachers, it can be improved and developed so as to achieve quality education.</em>