Teachers Encounter Research Articles

‘Mirage of professional duties’: the dilemma every teacher encounters in meeting the goal of foundational literacy and numeracy in India

ABSTRACT The research reported in this article examined the effects of excessive administrative workload on the primary school heads and teacher’s effectiveness in promoting the foundational literacy and numeracy skills among children in India. Drawing on the interpretive paradigm, the study employed a small-scale interview-based survey approach. Data were collected through semi-structured interviews with 36 teachers and 5 headteachers in 5 government primary schools in the Jammu district. Data were subsequently analysed using the narrative analysis technique. The results highlighted the key administrative tasks that preclude primary school teachers’ ability to innovate and implement diverse approaches to foster foundational literacy and numeracy skills among children. The analysis further highlighted that while technology has the potential to assist the teachers in their instructional and administrative tasks, it also adds to their administrative workload. We conclude the article by highlighting the strategic measures proposed by the primary school heads and teachers to alleviate the administrative workload of primary school teachers.

Teachers’ Strategies in Maintaining Classroom Interactions in Reading Classroom Through the Online Classroom During a Pandemic

This study focused on maintaining classroom interaction in teaching reading through an online classroom. Furthermore, this study is designed to investigate teachers ' experience of maintaining an interactive classroom interaction while teaching reading in an online classroom and also to find out the challenges the teachers encountered and solution to those challenges. The researcher employed a qualitative approach under a narrative inquiry to obtain the data and answer the research questions. The researcher used narrative data analysis that engages transcribing and coding stories. The researcher interpreted, coded, and summarized the gathered data from the semi-structural interview. The result showed that teachers maintained their interactive classroom interactions by adjusting lesson plans and implementing synchronous and asynchronous interactions. Most teachers utilize Google Meet, Zoom, Google Classroom, WhatsApp, and Google Forms as medias for teacher-student interaction during learning sessions. Almost all teacher encounter various challenges when it deals with teaching reading to students online. The major challenge that teachers have during teaching reading online is technical problem and students' attention spans. The strategy to overcome challenges in maintaining classroom interaction is to give more focus on and to communicate effectively with students' parents and the homeroom teacher. The researcher also suggests further researchers investigate teachers’ teaching methodology in online teaching reading.

Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges

Abstract As virtual reality (VR) and augmented reality (AR) continue to become popular, there remains a noticeable gap in understanding their potential for enriching science, technology, engineering, and mathematics (STEM) learning among K-12 students. To address this knowledge gap, this study systematically reviewed 117 articles published from 2010 to 2022 on the basis of the technology-based learning model. Following the PRISMA systematic review method, research methods, research participants, learning devices, learning strategies, advantages and challenges of each article were coded and analyzed. In the last six years (i.e., 2017–2022), the overall number of studies experienced rapid growth. The largest number of articles focused on VR/AR-supported K-12 science learning, followed by mathematics and integrated STEM learning. Smartphone/tablet-based AR was the most widely used technology, while very few studies used dedicated immersive AR devices. Most studies focused on the elementary school stage, while VR/AR-supported STEM learning at senior high schools was underexplored. Studies tended to measure the effectiveness of VR/AR by quantitative methods. Situated learning, task-based learning, and game-based learning were the most widely used learning strategies in VR/AR-supported K-12 STEM learning. The advantages of VR/AR in K-12 STEM learning include a positive impact on individual learners and on learning and teaching processes. In contrast, VR/AR also poses a series of challenges to learners, teachers, and schools. The challenges learners face include distractions, decreased efficiency and effectiveness, diminished inquiry and imagination, operational issues, and discomfort. Teachers encounter difficulties maintaining classroom control, designing activities, acquiring technical competence, and adapting to the new role of facilitating student-centered learning. Schools grapple with high costs, inadequate infrastructure, a lack of private virtual spaces, and privacy concerns. Based on our findings, we propose six research agendas to enrich studies on VR/AR-supported K-12 STEM learning, along with a series of significant implications for practitioners to effectively address the intricate challenges of VR/AR implementation and fully harness its potential.

Strategies for Bolstering Multicultural Representations in Independent Sector Dance Education

Integrating diverse cultural elements in dance curricula provides students with numerous benefits; however, many teachers encounter obstacles to including multicultural elements in their dance classes. This article features strategies beneficial for supporting teachers’ efforts toward heightened multiculturalism in independent sector dance education. Approaches regarded as effective for encouraging the inclusion of diverse cultural information into dance curricula were acquired from prior scholarly research and qualitative data sourced from a mixed-methods case study investigating multiculturalism’s situation in New England independent sector dance education. Findings revealed five groupings of strategies from prior scholarly research and five prominent strategies expressed by study participants. Highlighting approaches effective for integrating cultural elements into dance curricula may support teachers’ efforts toward strengthening the overall presence of multiculturalism in the independent sector dance education environment.

The role of Islamic education teachers in enhancing higher-order thinking: a systematic review

ABSTRACT Teaching strategies used by teachers have a direct impact on how well their students learn high-order thinking skills. The purpose of this study was to summarise prior research on the application of higher-order thinking skills from the perspective of a teacher in Islamic education. The PRISMA guidelines were used to search for the relevant literature on five different databases (Scopus, Web of Science, EBSCO, Google Scholar, and Ovid). One thousand one hundred and fifty-eight relevant studies were found in these databases which were screened for duplicates on Endnote software. The result indicated the main challenges that Islamic education teachers encounter while attempting to teach higher-order thinking skills in their classes. Two of these issues are inadequate professional development and the widespread implementation of conventional teacher-centred practices. Though more people are beginning to recognise the value of critical thinking and problem-solving skills development, there is still a lack of consistency and advancement in their application, especially in areas with inadequate institutional support and policy structures.

Implementasi Kurikulum Merdeka terhadap Pola Pikir Guru Mata Pelajaran Bahasa Indonesia Kelas VII di SMP Negeri 2 Sakra Barat

The Ministry of Education and Culture created the Independent Curriculum to provide schools the freedom to explore their capabilities in accordance with the infrastructure and resources at their disposal. In order to maximize the results, the autonomous curriculum also gives teachers greater latitude in how they present the curriculum and gives students more opportunity to reach their full potential. The following goals guided the conduct of this study: 1) To ascertain how the independent curriculum is being implemented in relation to the mindset of the class VII Indonesian language teachers at SMP Negeri 2 Sakra Barat, 2) To ascertain the difficulties that subject teachers encounter when attempting to apply the independent curriculum to the mindset of the class VII students at SMP Negeri 2 Sakra Barat. Qualitative descriptive research is what this kind of study is. Techniques for gathering data include documentation, interviews, and observation. The principal, teachers, and students of SMP Negeri 2 Sakra Barat served as the study's subjects. As demonstrated by the implementation of activities relating to the independent curriculum and teacher training, as well as the establishment of the independent curriculum as a permanent curriculum at State Junior High School 2 Sakra Barat for classes VII and VIII, the study's findings show that the school has successfully implemented the independent curriculum.

Navigating Inclusion: Challenges Faced by Teachers in the Peninsula of Santa Elena in Supporting Students and Families with Special Education Needs

This paper examines the evolving landscape of inclusive education in Ecuador, focusing on the challenges faced by special education (SEN) teachers, especially in the Santa Elena region. Ecuador's Ministry of Education has adopted inclusive education policies to support students with various physical, cognitive, and socioemotional needs. However, SEN teachers encounter substantial challenges, such as managing classrooms with diverse disabilities, limited institutional support, non-instructional responsibilities, and lack of public recognition. These obstacles contribute to high stress and burnout rates, with many SEN teachers leaving the profession within a decade, leading to a shortage of qualified professionals and diminished quality of SEN programs. The study used a quantitative approach, surveying 11 SEN teachers to identify the primary challenges they face. Key findings highlight widespread misconceptions about SEN teaching, insufficient support from parents and colleagues, and the difficulty of balancing instructional and non-instructional tasks. Teachers reported difficulties handling multiple disabilities and maintaining inclusive environments, often without adequate resources or professional development. This initial analysis emphasizes the need for targeted support systems, including specialized resources and structured professional development, to alleviate the burdens on SEN teachers. By addressing these challenges, policymakers can enhance educational inclusivity and improve the learning environment for students with special needs. This study serves as a foundation for further research and policy recommendations aimed at fostering a more supportive, inclusive community in Santa Elena.

Plight of Non-Physical Education Teachers

This study investigates the unique challenges that non-physical education (PE) teachers encounter when required to deliver the PE curriculum. By drawing on existing literature and teachers' experiences, it highlights critical gaps in training and supports that impact instructional quality. Many non-PE teachers often lack specialized training, leading to challenges such as limited content knowledge, the need for improvisation, time constraints, and concerns regarding student engagement and learning. Without adequate preparation and resources, these teachers struggle to provide high-quality PE instruction, which negatively affects the success of PE programs and the long-term health outcomes of students. This qualitative study focuses on the experiences of non-PE teachers through semi-structured interviews. Responses were transcribed, coded, and analyzed to identify key themes, with methodology validation conducted by an expert panel to ensure rigor. Ethical guidelines, including informed consent, were prioritized to protect participant welfare. The findings reveal core challenges, including improvisation needs, significant time constraints, and pedagogical difficulties, alongside concerns about effectively supporting student learning. In response, teachers employed coping strategies such as seeking administrative support, engaging in professional development, and demonstrating a personal commitment to innovative practices, Ultimately, the study advocates targeted support, accessible resources, and curriculum development to empower non-specialized PE teachers, enhancing teaching quality and fostering students’ health and learning outcomes.

Teaching Faculty Experiences with Student Evaluation of Instruction: A Mixed-Methods Study

BackgroundUniversities assesses the effectiveness of teaching faculty and curricula via student evaluations, despite literature questioning the reliability and validity of this process. What is seldom examined is the emotions these evaluations evoke on teachers. Aim: The study aimed to explore the experiential phenomena that nursing and midwifery teachers encounter in response to student evaluations. Design & Methods: A three-phase exploratory sequential mixed-methods study was employed with teachers from a single, large multicampus tertiary Australian Nursing and Midwifery school. ResultsNursing and Midwifery teachers completed both a qualitative (n=43) and quantitative online survey (n=48). The survey identified most staff were anxious and felt judged by comments on their evaluations. Though the majority felt extrinsic factors and grades influenced evaluations, they were used to adjust content. ConclusionUniversities, like other workplaces, are required under legislation to provide a safe workplace yet perpetuate an evaluation system that actively places teaching faculty under stress with no active mitigation process in place. There is an opportunity for higher education to protect their staff and engage in alternative evaluative methodologies.

Boxed In and-and Busting Out

Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constraining their knowledge, skills, and ways of being/doing, and that of their students. When these material expectations are positioned against other commitments to literacy education and diverse ways of being/becoming literate they both intend a certain future and serve as reminders of literacy education’s philosophical and practical “trouble without end” (Tsing, 2015, p. 2). Conceptualizing instructional contexts and practices as research assemblages, the study in which this paper is based investigates how early elementary teachers work at, with, and within the current conditionings of school-based literacy practices. Drawing on teacher interviews, photographs from within literacy teaching and learning situations (Snaza, 2019), and extended observations with a Grade 1 French Immersion teacher and class, the purpose of this paper is to explore liveable possibilities in reading, writing, and language instruction for the “right now” of literacy education (Kuby et al., 2019). Focusing on examples in which teachers seek “and…and…and…” pedagogies (Deleuze & Guattari, 1987, p. 25) our purpose is not to settle the troubled waters of literacy education but to trace contours of possibility as teachers encounter literacy education’s boxes and boundaries and exceed their confines. We follow teachers’ material and social participation in curricular attentions to affect and cultivations of newness as a practice of care for and curiosity about a shared world in early elementary literacy instruction.

IRANIAN EFL TEACHERS AND CHALLENGES OF MANAGEMENT IN WRITING CLASSES

Classroom management is one of the most significant yet challenging issues in EFL settings, mainly when L2 writing, as a productive skill, is in focus. The present qualitative study explored EFL teachers’ challenges in managing their classes when instructing writing. Twelve Iranian university instructors selected based on purposive sampling volunteered to participate in the study. The data were collected through semi-structured interviews and thematically analyzed, resulting in four main themes in response to the study’s research questions. Two themes were related to teachers’ challenges: instructional challenges and students’ misbehavior challenges. One theme was associated with the participants’ negative feelings about managing writing classes, and the last theme included suggestions for better management of writing classes. The study highlights the problems EFL teachers encounter in their writing classes, hoping to attract policymakers’ and administrators’ attention to the teaching profession in EFL settings. The study has implications for teachers, teacher trainers, and educators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0765/a.php" alt="Hit counter" /></p>

The Challenges of Effective English Language Teaching in Saudi Schools

Teaching English language effectively is crucial for helping English as a Foreign Language (EFL) learners communicate in the target language. Effective EFL teaching can lead to rich production and use of the language. In this study the researcher aim to explore the difficulties that EFL teachers encounter, difficulties that limit their application of effective teaching methods in Saudi schools. The researcher collected data using a questionnaire that included challenges related to various factors: the learning environment, the textbook, EFL learners, EFL teachers, and the use of technology. The participants of this study included 112 English language teachers from different cities in Saudi Arabia. The main results indicated that EFL teachers in Saudi schools face numerous challenges related to the classroom environment, the EFL textbook, the EFL learners, and technology tools in the classroom. Because the researcher explored the difficulties of using effective methods based on EFL teachers’ perceptions, the findings could assist the Ministry of Education and policymakers in investigating and overcoming the challenges EFL teachers face to enhance their application of effective methods in Saudi schools. 

Exploring Teachers’ Deep-Level Challenges of Teaching Reading Comprehension in Online Classes: “Infrastructure is not Entirely to Blame”

Understanding the challenges that EFL/ESL teachers face while teaching reading comprehension in online classes is crucial. This is because of the developmental nature of using technology in L2 pedagogy. Therefore, we conducted a transcendental phenomenology study to explore EFL/ESL teachers’ challenges in teaching reading comprehension in online classes. We analyzed 12 teachers’ narratives and interviews using Giorgi's (2009) five-step framework. We found that teachers faced three main challenges while teaching reading comprehension in online classes. Firstly, students had low cognitive preparation concerning the content of reading comprehension and using technology, which bring about challenges for teachers. Secondly, teachers struggled to adopt online teaching strategies to teach reading comprehension in online classes. Finally, they faced technological issues in online classes. We concluded that EFL/ESL teachers encounter two types of challenges when teaching reading comprehension in online classes. The first type is surface-level challenges, which are related to obvious reasons such as insufficient infrastructure. The second type is deep-level challenges, which are implicit and lead to surface-level challenges. As for the implication of the study, the findings prioritize the importance of addressing teachers’ professional development in using technology in L2 pedagogy.

Challenges and Needs in Implementing Sexual Education for Deaf Students: A Case Study from Indonesia

The primary aim of sex education is to provide accurate information on handling risky sexual behavior. For deaf students, who may struggle with complex concepts, effective sex education is crucial to safeguard them against sexual assault and risky sexual behavior. This study examined the implementation of sex education in special schools for the deaf in Yogyakarta, Indonesia, focusing on the challenges faced by educators in delivering this sensitive content. Utilizing a case study and qualitative methodologies, this research gathered insights from school principals and teachers who took part in group discussions. Findings reveal that deaf students face significant challenges with sexual conduct, both individually and in their interactions with others. Despite incorporating sex education into science, religion, and self-development classes, teachers encounter difficulties in addressing sensitive topics and preventing age-inappropriate behaviors. Educators require specialized educational materials to address key topics such as body awareness, physical changes, reproductive health, relationships, pregnancy, and sensitive content. Such materials must be designed with clear visual aids and simple language to effectively meet the learning needs of deaf students. There is a pressing need for resources that facilitate understanding while preventing the imitation of inappropriate behaviors. To enhance sex education for deaf students, it is essential to develop and implement tailored educational resources that use visual aids and straightforward language. By addressing the unique needs of these students, educators can more effectively convey critical information, thereby reducing the risk of inappropriate behavior.

THIẾT KẾ HOẠT ĐỘNG HỌC TẬP MÔN TIN HỌC CHO HỌC SINH TIỂU HỌC SỬ DỤNG MÔ HÌNH 21CLD ĐỂ PHÁT TRIỂN NĂNG LỰC GIAO TIẾP VÀ HỢP TÁC

Communication and collaboration competency is one of three core general competencies specified in the 2018 Vietnam General Education Curriculum. However, teachers encounter difficulties in designing appropriate learning activities and assessing the development of communication and collaboration skills to cultivate this competency. The 21st Century Learning Design (21CLD) model, proposed by Microsoft, is a teaching framework aimed at developing essential skills in students, including communication and collaboration. This study compared the 21CLD model with the common and core competency framework specified in Vietnam's 2018 General Education Curriculum and found similarities between the two assessment frameworks. Therefore, this article will present Microsoft's 21CLD model, detailing assessment levels according to specific criteria for each skill, and propose a process for applying this model to develop learning activities for Informatics at the elementary level to enhance students' communication and collaboration competency. Keywords: 21CLD; learning design; communication and collaboration; teaching Informatics; primary education.

Complexity, Struggle, and the Dialogical Self: Learning from New Teachers to Shift the Paradigm of Teacher Education and Professional Learning

Getting started in any new profession can be daunting, but the learning curve associated with becoming a teacher is particularly steep given the complexity of both the act of teaching (e.g., planning lessons, assessing learning) and the roles teachers occupy (managing relationships, responding to policy directives) that new teachers must master with levels of support that are, historically, uneven. This transition is further complicated by simplistic notions that dominate conceptions of teacher learning and practice. This article draws upon a study of the challenges new teachers encounter and the participants’ responses to those challenges. The data index the importance of viewing teacher development, practice, and identity formation from a complexity perspective. Working from the data generated during this study of the new teachers’ lived experiences, which are situated against a backdrop of the literature chronicling a problematic lack of progress in supporting new teachers, this article describes how Dialogical Self theory can play a crucial role in a paradigm shift in approaches to teacher development and practice that accounts for complex and contextually dependent nature of teacher learning, practice, and identity formation.

Embracing Multimodality To Teach EFL Students: English Course Teachers’ Perspectives

This article explores the Indonesian English course teachers’ perception on the use of multimodal teaching resources to enhance the learning experience of English as a Foreign Language (EFL) students. Multimodal resources, which integrate various modes of communication such as text, audio, visuals, and interactive elements, are designed to cater to different learning styles and preferences. The study highlights the benefits of multimodality, including increased student engagement, improved comprehension, etc. This study used qualitative research methodology to gain the teachers’ perception of multimodal teaching resources implementation. The participants were experienced English course teachers over three years teaching in the Ruang Guru platform. Furthermore, the researcher used semi-structured interviews to collect the data. Despite the advantages, the article also discusses the challenges associated with implementing multimodal resources, such as technological barriers and the time required for resource creation. The findings showed that teachers really understand the term of multimodal teaching resources before conducting it in their teaching and learning process. It found that the utilization of multimodal teaching resources has several advantages for teachers to support their teaching, however in preparing and using these multimodal resources, teachers encounter several obstacles and difficulties. By embracing multimodality and addressing these challenges, educators can create a more inclusive and effective learning environment for EFL students.

What it Takes to Be an Advocate: Teachers’ Perceptions of Their Strengths and Challenges

ABSTRACT Policies in education increasingly face ideological conflicts, with political operatives influencing radical legislative directions. While it may be more important than ever for teachers to make their voices heard, how teachers perceive themselves as advocates is unclear. This study, employing self-determination theory, analyzes teachers’ perceptions of advocacy, strengths, and challenges through quantitative and qualitative survey responses. Existing literature identifies crucial skills, knowledge, and dispositions for effective advocacy. Yet, teachers encounter obstacles such as a lack of support, fear of reprisal, and limited knowledge about advocacy at broader levels. Overcoming these challenges is crucial for fostering teacher autonomy, relatedness, and competence. The study offers insights into dismantling these barriers to empower teachers as effective advocates.

Physics Teachers’ Level of Knowledge and Integration of the Deped Core Values

This descriptive-qualitative research determined the level of knowledge and integration of the DepEd Core Values of Physics teachers and the challenges which the teachers encounter during the integration of the DepEd Core Values in teaching Physics, as well as the DepEd Core Values reflected in the self-learning modules. The sixty-five (65) JHS Physics teachers from the Schools Division of Ilocos Norte, who were chosen via total enumeration, were the participants of the study. The main tools used in gathering data were the adapted survey questionnaire, a researcher-made tally sheet, and an interview guide. The data gathered were statistically analysed using mean, frequency, and rank. Results show that the teachers are highly knowledgeable in the application of the DepEd Core Values in teaching Physics. Meanwhile, results also show that the teachers are advanced in integrating the DepEd Core Values in teaching Physics. However, there is a limited frequency of 15 DepEd Core Values reflected in the SLMs of JHS Physics, which affect the teachers’ integration of the DepEd Core Values in their lesson. Moreover, the teachers face challenges in the integration of the DepEd Core Values it is because teaching Physics as the subject focuses on content and skills development. Values integration is difficult to implement and time consuming, and there is limited integration of the DepEd Core Values in the prescribed SLMs.

Story of revision social studies units in the midst of racial isolation

Black teachers encounter various microaggressions in and around schools that make the profession taxing (King, 2016). While hurdling relational challenges, Dr. Bell funneled his energy and revised two units for fourth and fifth grade students in the learning community. One unit, Events Leading Up to the American Revolution received limited edits due to the restraint of planning time and COVID19 quarantine mandates before implementation. The second unit, Activism, received a major overhaul as it was originally cut short during the Spring 2020 semester. This article reflects Dr. Bell’s account of the year spent revising both Social Studies units that students engaged in. He includes the events that led to the decision to focus on Social Studies content and the reactions of students and their involvement as they learned content and participated in class discussions. His students enjoyed the interactive lessons, although a majority of the planning was done by him without much collaboration from his team members. As a result, this experience has inspired him to find an opportunity to develop a secondary social studies course.