Teacher Expertise Research Articles

학교현장실습학기제에 대한 사범대학 학생들의 인식

This study analyzes the results of a demand survey conducted among students of the College of Education prior to their participation in a pilot program for the semester-long teaching practicum. Among all the students surveyed, 49.3% expressed their willingness to participate in the practicum, while 50.7% were unwilling to participate. The most common reason for wanting to participate was to confirm their aptitude for teaching, cited by 35.6% of respondents. This was followed by a desire to better understand schools and students, at 30.8%. In contrast, reasons such as preparing for the teacher certification exam and enhancing teaching expertise were less frequently mentioned. The main reasons for not participating were a lack of preparation for the teacher certification exam(29.9%), the burden of major coursework(27.1%), and the belief that the existing four-week practicum was sufficient(27.1%). Based on the results of study, we propose some recommendations for the operation of the semester-long teaching practicum. First, it is necessary to discuss whether it is appropriate to implement the practicum for all students. Second, there was a significant gap between the number of students who expressed a willingness to participate and those who actually participated, indicating a need for incentives to encourage participation. Third, more systematic guidance is required for the education provided before and after the practicum, as well as for mentoring and coaching during the practicum. Finally, while extending the practicum period is important, it is even more crucial to establish a comprehensive educational plan.

Medicalising agents? Teachers' uncertainty and emerging expertise in the age of inclusion policy and medicalisation in Israel.

Attention deficit hyperactivity disorder (ADHD) is a paradigmatic case for childhood medicalisation. Critical studies of medicalisation have pointed to the increasing clinical role of schools, with teachers tending to rely on medical treatment of students with ADHD and are perceived as a primary source of diagnostic information. Based on 27 semi-structured interviews with teachers working in two Israeli elementary and middle schools, this research explored how teachers mediate the medicalisation process and understand their responsibilities in the classroom amidst the emphasis on inclusion in contemporary Israel. We found that teachers offer a wide range of explanations of the disorder and its prevalence, and their attitudes to medication are ambivalent. We argue that teachers develop pedagogical (lay) expertise in the field of ADHD in parallel with and in opposition to medical solutions. Such expertise is based on practical experience and close interaction with students. A top-down ideological imperative of inclusion, combined with uncertainty about ADHD, has generated a bottom-up set of preformative practices of 'containment' of troubled students. Teachers' emerging knowledge and practices raise questions about the relationship between medicalisation, policy, expertise and the pragmatic value of medical categories when applied outside the medical establishment.

Voicing expertise: Exploring strategic use of vowel variants in the English pronunciation of Chinese language instructors

AbstractAccent often carries social implications and can serve as an identity marker, reflecting how speakers perceive themselves and how they wish to be perceived by others. This study employs a variationist approach to examine the agency of Chinese English language teachers in negotiating their professional identities through accent. Instead of a loose association between identity and accent, detailed sociophonetic analyses reveal that these teachers construct desired self‐representations through the strategic use of linguistic resources. Findings indicated that participants’ perceptions of the relationship between teacher qualifications and native‐like/first‐language‐influenced English accent can predict their pronunciation patterns. Relating to how they perceive nativeness and professional identity, participants’ use of robust DRESS–TRAP nuclei and larger tongue movements in MOUTH and PRICE can be interpreted as strategies to distance themselves from a “non‐native” identity, which is often stigmatized within the language teaching community. The utilization of stylistic resources allows participants to construct a professional teacher persona and signify expertise in language teaching.

Sporting pathways to integration: A comprehensive study on the integration of Ukrainian teenage war refugees through sports initiatives

The ongoing crisis in Ukraine has resulted in a significant influx of war refugees seeking safety and stability in various parts of the world especially in European countries. Despite frequent discussions about whether and to what extent displaced people can be integrated correctly into a target country’s educational institutions, prevalent pedagogical expertise and scientific inquiry is lacking full-scale comprehension of this complex matter. On a European level, The European Commission in the White paper on sport (2007, p. 7) emphasizes that sport “makes an important contribution to economic and social cohesion and more integrated societies”. Consequently, the social impact of sports is accompanied by high political expectations. However, critics might argue that this interpretation is too simplistic as sport cannot solve major societal problems as for example poverty or physical and mental well-being (Coakley, 2011; Spaaij, 2012). Nevertheless, recent research demonstrates that sport is of relevance for fostering societal participation and active citizenship; similarly, it is assumed that sports can increase the typically sparse contact between migrant and non-migrant youth and other social networks (Green, 2007; Lagergren & Fundberg, 2009). Hence this paper analyzes which sporting initiatives both within and outside educational settings help Ukrainian war refugees to get in contact with native or non-migrant social settings in three different receiving host countries (i.e. Austria, Germany and England). Through content analysis of interviews with refugees (N = 10), the study explores the perceived impact of sports activities on various aspects of integration, including social cohesion, sense of belonging, cultural adaptation as well as perceived integration challenges. While interviews with Ukrainian refugees residing in Austria were face-to-face interviews (Cassell & Symon, 2004), interviews with Ukrainian refugees residing in England or Germany were conducted online. All interviews were conducted in English, as the level of English of all interviewees was considered good enough to express their opinions and thoughts. On the basis of a comprehensive analysis of all interviews, four main themes (i.e. curricular sports initiatives, extra-curricular sports initiatives, other initiatives, integration challenges) emerged. Results highlight the importance of the context in which sport initiatives are implemented. While both initiatives within educational institutions and those outside formal education settings were reported to have a positive impact, nuances were observed in their effects on integration. For instance, sports programs within educational institutions were perceived as providing opportunities for structured engagement and skill development, which in turn enhanced participants’ sense of inclusion and self-esteem. On the other hand, initiatives outside educational institutions, such as community sports clubs and recreational activities, were valued for their role in fostering informal social networks and facilitating interaction with members of the host community. Overall, it is worth mentioning that while sports initiatives emerged as a valuable resource for promoting integration, they alone cannot address the complex challenges faced by refugees in the process of adapting and integrating into a new social environment. Therefore, a holistic approach that combines sports with other forms of support, such as language training, employment assistance, and psychosocial support, is essential for facilitating successful integration outcomes. References Cassell, C., & Symon, G. (2004). Essential guide to qualitative methods in organizational reserach. Sage. Coakley, J. (2011). Youth sports what counts as “positive development?”. Journal of Sport and Social Issues, 35(3), 306-324. https://doi.org/10.1177/0193723511417311 European Commission: Directorate-General for Education, Youth, Sport and Culture (2007). White paper. White paper on sport. Brussels. https://op.europa.eu/en/publication-detail/-/publication/8614cc62-c23e-4b11-8c0b-4c24a71f863d Green, M. (2007). Governing under advanced liberalism: Sport policy and the social investment state. Policy Sciences, 40(1), 55–71. https://doi.org/10.1007/s11077-007-9034-y Lagergren, L., & Fundberg, J. (2009). Integration i forening – Kritiska reflektioner kring ett projekt [Integration in association – Critical reflections on a project]. Educare, 1, 43–59. https://doi.org/10.24834/educare.2009.1.1287 Spaaij, R. (2012). Beyond the playing field: Experiences of sport, social capital, and integration among Somalis in Australia. Ethnic and Racial Studies, 35(9), 1519–1538. https://doi.org/10.1080/01419870.2011.592205

The English Teaching Style in the Merdeka Curriculum Realized through Professional Development

The purpose of this research was to investigate English teaching styles in the Merdeka Curriculum realized through professional development. The method used was a qualitative research method with a case study design. The instrument in this study is an observation of learning videos when in-service PPG students conduct PPL. The researcher found several teaching styles used by English teachers in their learning in class such as facilitator, delegator, formal, and expert teaching styles. However, whatever teaching style the teacher uses must be by the students' learning style. This research concluded that English teachers who took part in the in-service teacher professional education (PPG) program got significant improvements and teacher skills in applying teaching styles and teaching methods were more interactive and in accordance with the principles of the Merdeka Curriculum.

Innovative Nursing Faculty Education for Novice Educators.

The nursing faculty shortage in the United States affects enrollment of qualified nursing applicants. The gap may be filled by contracting with clinical nursing experts who often lack the content knowledge as academic nurse educators. Such content includes management of the classroom, evaluation, and legal issues. This article describes a course to provide new faculty with essential information for classroom teaching. Nursing faculty were recruited from multiple education programs and enrolled in one of three sections of a course for new educators. Learners completed activities related to curriculum, evaluation, and academic roles. Focus group evaluations were conducted. Themes emerged related to classroom teaching, learning experiences, improved understanding of nursing education, and knowledge for the scope of nursing faculty responsibilities. Each course provided experience in nursing education pedagogy and practice. Learners developed a wider array of teaching expertise and awareness of the faculty role in the classroom. [J Nurs Educ. 2024;63(X):XXX-XXX.].

A study on the transformational leadership of madrasah principals from the perspective of educators and educational staff

This study aims to understand the perceptions of teachers and educational staff regarding the transformational leadership style of Madrasah Principals in Bengkulu Province, Indonesia. The study uses a descriptive research design with several variables: Madrasah level, position within the Madrasah, teacher expertise, educational qualifications, work experience, and gender. To achieve this goal, the researcher designed a questionnaire consisting of 6 indicators and 17 question items, distributed electronically at random from 03-02-2024 to 18-08-2024, with a total of 615 respondents. The results of the study indicate that the transformational leadership of Madrasah Principals in Bengkulu Province can be concluded as a leadership style that motivates teachers and educational staff, enabling them to grow and achieve optimal performance. The transformational leadership in these madrasahs is also characterized as charismatic, where subordinates place trust in their leaders. Additionally, the principals have successfully directed the staff to act in alignment with the shared goals. Furthermore, the principals have stimulated enthusiasm among subordinates for individual and group tasks, as well as addressing issues at hand. The madrasahs in Bengkulu Province have developed rapidly and have become a source of pride for the community. Madrasahs with transformational leadership are expected to maintain the quality of the institution, the vision and mission, and its flagship programs, thereby strengthening the quality of religious education for the younger generation.

Implications for English Teaching Expert System Human-Computer Interaction Based on Artificial Intelligence and Improved Machine Learning Algorithm

Implications for English Teaching Expert System Human-Computer Interaction Based on Artificial Intelligence and Improved Machine Learning Algorithm

Collaborative approaches to embedding academic literacy instruction in the curriculum: examples from UK universities

ABSTRACT The development of academic literacy is fundamental to student success in higher education. Universities offer various types of student support, ranging from generic courses to discipline-specific academic literacy instruction. The approach that has been advocated as the most inclusive and systematic is the embedding of academic literacy instruction into subject curricula. Embedding is best facilitated when English for academic purposes (EAP) specialists, with their linguistic and pedagogical expertise, work in collaboration with subject lecturers. Whilst there are several published examples of embedded academic literacy instruction led by EAP practitioners, there is still little evidence of collaborations in which subject lecturers assume some responsibility for students’ academic literacy development. Although there has been a growing trend towards collaborative and embedded activities, they remain largely invisible(Tibbetts and Chapman 2023. A guide to in-sessional English for academic purposes: Paradigms and practices. London: Routledge). This study aimed to offer detailed insights into current initiatives in UK universities and to identify factors that facilitate or constrain collaborations and institution-wide provision of embedded academic literacy support. For this purpose, we conducted open interviews with EAP leaders at fifteen universities. The findings indicate that the type of institution as well as the representation of EAP staff in departmental committees are important factors for the implementation and sustainability of collaborative and embedded academic literacy provision. Based on the findings, we propose some steps that EAP leaders can take to reduce the structural and perceptual barriers preventing the expansion of this provision across institutions.

A Cognitive Model of Language Teacher Fossilization

Expertise in foreign language teaching has been widely discussed in the literature as inherently related to accumulated classroom experience and, hence, extensive practical knowledge. Even though current conceptualizations are increasingly focusing on teachers’ ability to reflect on their performance and continuously develop a repertoire of didactic resources regardless of their career stage, effective human information processing in the profession remains under-researched. This paper sees the concept of expertise from the perspective of cognitive processes, and specifically operations involved in problem-solving. The author presents a theoretical model of teacher fossilization, discussing attention, knowledge, reasoning, and judgment as potential inhibitors of intellectual vitality and growth in individuals. When neglected, these factors might lead experienced teachers to make just as incompetent decisions as novice educators. The model highlights the external and internal forces that cause practitioners to minimize, rather than maximize, their learning opportunities in a workplace. The new concept has implications for teachers’ day-to-day practice as well as for in-service professional development initiatives. It serves as a guiding principle for the successful utilization of one’s cognitive capital and outlines both the purpose and direction of one’s mental effort.

Evidence of the need for developing an integrated model of mathematics teachers' readiness as agents of change

This study aims to identify the need to develop an integrated model of the readiness of mathematics teachers as agents of change. Teachers' readiness is crucial for the effectiveness of the teaching process and the enhancement of pedagogical innovation. This study employs a qualitative methodology. A semi-structured interview was conducted with 14 study participants to ensure that the proposed model fits the demands of users. This includes education and teaching experts from Malaysia’s southern and central regions. The interview data were transcribed and analyzed thematically using ATLAS.ti24 software. Results indicate a need to develop an integrated model of mathematics teachers' readiness as agents of change. All study participants emphasized the significance of addressing mathematics teacher readiness. Three main themes have been identified: (1) pedagogical needs, (2) strengthening mathematics teacher competence and (3) the configuration model as a guideline and checklist. The findings emphasize the importance of addressing mathematics teachers' readiness. An integrated model based on professional knowledge and pedagogical skills was proposed to support teachers in acting as agents of change. This study provides valuable insights for mathematics teachers and stakeholders. The findings indicate directions for future research particularly in the systematic development and design of the proposed integrated model which aims to enhance teacher readiness and pedagogical innovation.

The changing role of educators in the age of artificial intelligence: Molding minds at the digital dawn

This study investigates the impact of artificial intelligence (AI) on the roles and practices of educators and outlines the professional development needs in the era of AI. Employing qualitative interviews with 75 teachers across 15 schools in Azerbaijan, the research explores the integration of AI into education. It leverages the Technological Pedagogical Content Knowledge (TPACK) framework to examine the convergence of technology, pedagogy, and content expertise in teaching. Findings reveal that while AI has the potential to enhance personalized learning, its adoption poses significant challenges, including teacher burnout, ethical concerns, and the need for professional development programs. The study highlights the importance of practical training to enable educators to effectively integrate AI into teaching. Limitations include context specificity and potential biases in self-reporting. Future research should assess the long-term educational impacts of AI and expand to various educational settings for a broader perspective.

Pengaruh Media Gambar terhadap Minat Belajar Siswa di IPA Kelas Atas SD

Picture media is a tool that can be effectively used by teachers in the learning process to create meaningful learning experiences for students. A teacher's expertise, accuracy, and ability to utilize this media significantly influence students' interest in learning. This study is an ex post facto research with a quantitative approach. The population in this study consisted of all upper-class students at SDN Mojokembang, with the sample covering all population members. Data collection techniques included questionnaires and documentation. This study aims to determine whether the use of picture media positively affects students' interest in learning science in the upper classes (IV, V, VI) at SDN Mojokembang. The results of the hypothesis test analysis show a value of r = 0.709. The results are declared significant since the F value of 106.737 is greater than the F table value of 1.80. Additionally, the significance test shows that the t value of 9.854 is greater than the t table value of 1.6743, leading to the rejection of H0 and acceptance of Ha. This study proves that there is a positive effect of using picture media on students' learning interests. It can be concluded that there is a positive influence between the use of picture media and students' learning interest in the upper classes (IV, V, VI) of SDN Mojokembang in the 2023/2024 academic year.

PowerPoint-based lectures and students’ experiences in Eritrean Higher Education Institutions

PowerPoint (PPT) is extensively used in Higher Education Institutions (HEIs), including those in Eritrea, for lecture delivery and student presentations. This raises questions about whether these lectures or student presentations are effectively designed and implemented and encourage students’ participation. This study explores instructors’ use of PPT-based lectures and students’ experience in Eritrean HEIs. Additionally, it seeks to identify and understand the challenges HEIs face in using PPT-based teaching. Data were collected through semi-structured interviews, focus groups, and observations, involving nine instructors and fifteen students from three Eritrean HEIs. The study indicated a relationship between PPT design and delivery and revealed varied outcomes regarding the design and delivery of PPT-based lectures. The study also found discipline-specific differences regarding students’ experiences of PPT-based delivery. Moreover, it identified challenges related to institutional leadership, curriculum flexibility, internet access, and pedagogical expertise and commitment of instructors as key obstacles to the successful integration of PPT-based lectures within these institutions.

Teacher expertise in early childhood instruction: Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners

This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.

DEVELOPMENT OF ARTICULATE STORYLINE MEDIA FOR ENHANCING LEARNING OUTCOMES IN NATURAL AND SOCIAL SCIENCES AMONG ELEMENTARY SCHOOL STUDENTS

Technology-based interactive media have yet to reach their full potential in elementary education, resulting in suboptimal learning outcomes in the natural and social sciences. This study aims to outline the development steps for interactive learning media using Articulate Storyline and to assess the quality and effectiveness of this media in teaching fifth-grade students about Earth and the Universe within natural and social science subjects. Employing a research and development approach, this study utilized the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The participants were fifth-grade students from the Muhammadiyah Elementary School of Karangbendo, Yogyakarta, with 28 students. Instruments used in this research are questionnaires and tests. The questionnaire was used to get data from the experts, whereas a test was used to get the data on learning outcomes. The findings suggest that the Articulate Storyline interactive learning media is suitable and effective, as evidenced by an average 'Highly Suitable' rating of 87% from experts in content knowledge, media, language, and teaching and learning in primary education and a 'Very Good' response rating of 98% from teachers and students. A significant improvement in learning outcomes was observed, with an average n-gain score of 0.73, indicating a high level of effectiveness. This media is recommended as an alternative for educational activities in schools, particularly for introducing topics related to Earth and the universe.

Developing Animated Video of Describing People for Vocabulary Learning

This study aims to develop an animated learning video on describing people. The subjects of this study were first-year students majoring in English education at Riau University, totaling 39 students. The researchers applied Research and Development (R&D) by applying the ADDIE model. The instruments used were interviews, validation sheets from media experts, material experts, and pedagogic experts, and student response questionnaires. The results showed that the average results of the experts' assessment for animated videos with idioms for describing people material were 92.4% which was classified as 'highly valid' and for animated videos with material describing people; personality was 93% which was classified as 'highly valid', then from the results of student response questionnaires obtained a percentage score of 80.66% categorized as 'feasible' for video animations with idioms for describing people material and 79.22% categorized as 'feasible' for video animations with material describing people; personality. Therefore, the video animation is declared valid and feasible to be used as vocabulary learning media for English language education students. In addition, the use of animated video learning media describing people can have a positive impact on learning activities, namely attracting students' interest in learning and helping students understand the material.

Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.

Anatomy outreach: A conceptual model of shared purposes and processes.

Anatomy outreach is a well-documented practice by many academic institutions, defined here as when anatomy-related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the 'what' of anatomy-related outreach, rather than the generalizable 'why' or 'how'. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of 'outreachers', and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi-structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most 'outreachers' do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy.

An Expert System on Flimsy Foundations: Teaching Expertise and the Early Career Framework

ABSTRACT The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead providers of the ECF. We aim to locate these conceptualisations in terms of broader sociological and philosophical debates about the nature of expertise and its relationship to professional work, in addition to recent research on the policy context of teacher education and professional development in England. Our analysis reveals the inappropriacy of ‘expert systems’ approaches to expertise in educational contexts, the underlying assumptions embedded in policy in terms of what constitutes high-quality teaching practice and the insufficiency of relying on an appointed advisory group and organisations preferred by government for identifying and iterating criteria for expertise.