School-based Teacher Research Articles

Research Strategies of “Instrumental Music in the Classroom” in Secondary School Music Teaching

Nowadays, the state vigorously develops aesthetic education, and secondary school music education, as a part of aesthetic education, has received more and more attention. With the provisions of the music curriculum standard and the promulgation of the new curriculum reform in 2022, the importance of instrumental music teaching is increasing. Starting from the current situation of instrumental music teaching in secondary schools, we analyze the problems of instrumental music teaching in secondary schools through the investigation of internship schools, interviews with teachers and the study of secondary school music textbooks, as a direction to explore the specific strategies of “instrumental music in the classroom”. Through literature review and interviews, we take the recorder as an example to provide relevant strategies, such as choosing suitable instruments, innovating recorder teaching methods and modes, cultivating teachers, compiling school-based teaching materials, standardizing recorder classroom behaviors, and perfecting the teaching evaluation mechanism, etc., so as to effectively implement instrumental music teaching in secondary school music classrooms.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years

ABSTRACT Looking back at the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies that have had implications for the role of schools and school-based teacher educators within ITE programmes. Our interest is in the broader context that has informed ITE policy-making, the content of those policies, and the implications for the role of schools. We go on to discuss how the concept of ITE partnership working has evolved over this period and then consider the pedagogic role that schools can play in the education of teachers, including the role of school-based mentors. Finally, we consider the potential impact on the practice of the most recent set of ITE reforms in England.

Consumer Buying Behaviour Towards Life Insurance Post-COVID-19 in Ghana

The current study explores consumer buying behaviour towards life insurance among private basic school teachers in the Cape Coast Metropolis of Ghana, focusing on the post-COVID-19 landscape. Utilizing a descriptive survey design, data were gathered through a five-point Likert-type scale questionnaire and analyzed using various statistical methods, including frequencies, percentages, mean, standard deviation, and Pearson Product Moment Correlation. Using a population of 224 private school teachers, the results indicated that teachers primarily opt for life, hospital, and education support plans, signifying an aspiration to secure their future and further their education. The study underscores the imperative for financial resilience post-COVID-19 to protect the emerging middle class from reverting to poverty. Although teachers employ strategic coping mechanisms during the pandemic, they expressed concerns over delayed life policy settlements, which have compounded their challenges. Recommendations include targeted engagement by insurance companies at private basic schools to elucidate the benefits of life policies, as well as the formulation of insurance packages that offer effective risk coverage and promote long-term investment, rather than merely focusing on tax benefits.

Mentoring in Initial Teacher Education: Practices and Needs for Continuing Professional Development of Romanian School-Based Teacher Educators

Practical training is an important component of initial teacher education (ITE). Interactions with the educational reality in schools and with school-based teacher educators (SBTEs) are crucial to practical training. Often, SBTEs lack specific and consistent training to work with future teachers. This study aimed to identify the practices and needs of SBTEs guiding the pedagogical practicum of students, future teachers working in Romanian kindergarten and primary education. A questionnaire provided by the International Forum for Teacher Educator Development (InFo-TED) was administered in December 2021 to January 2022 to 116 SBTEs conducting mentoring activities for future teachers in primary schools and kindergartens. The analysis of their responses by level of education and experience highlighted the perceived usefulness of activity types considered relevant and less relevant in mentoring, training activities previously accessed, professional training needs, and how research is valued in mentoring. Specific training practices and needs are highlighted, providing grounds for developing training programs and interventions aimed at enhancing SBTEs’ competencies in mentoring prospective teachers.

Influence of Professional Learning Communities (PLCs) on Teacher Professional Development (TPD) in Basic Schools in the Tamale Metropolis

Purpose: This study aimed to examine the influence of professional learning communities (PLCs) on teacher professional development in basic schools in the Tamale Metropolis. Methodology: The study employed a qualitative research approach. A case study design was employed, and 20 teachers, head teachers, and school improvement support officers (SISO), were interviewed. This study used a self-constructed semi-structured interview (SSI) guide to collect data. Thematic analysis was used to analyze the data. Findings: The study revealed that professional learning communities significantly enhance skills, knowledge, and collaborative learning in teachers’ professional development. Unique contribution to theory, practice, and policy: The study recommends proactive measures, urging educational authorities, particularly the Ghana Education Service, to enhance awareness and understanding of the need for organizing professional learning communities among basic school teachers in the Tamale metropolis.

Perception of private basic school headteachers on teacher retention at the Kwadaso municipality in Ashanti Region, Ghana

Teacher retention has emerged as a pressing concern in private education due to its implications for student achievement, school productivity, and educational equity. This study explored the perceptions of private basic school headteachers about teacher retention at the Kwadaso Municipality in the Ashanti Region of Ghana. The study was conducted, using a qualitative research design with face-to-face interviews. Five participants were purposively sampled through census from the accessible population of headteachers from five schools within the municipality for the data gathering. The data was analyzed, using thematic analysis. It was discovered that factors that promote the retention of private basic school teachers in Kwadaso Municipality were: (i) Personal (ii) Professional, and (iii) Environmental. Furthermore, the study revealed that if there is retention of teachers in Kwadaso private basic schools it will contribute to school improvement. In this study, it is recommended that Private Schools Association, proprietors, management and all other stakeholders of private basic schools should increase teacher retention by acknowledging the personal, professional and environmental factors that teachers experience and expect from them to promote teacher retention in private basic schools in Kwadaso Municiapality.

Empowering Educators: The Impact of Reverse Mentoring on Developing Scientific Mindset and Research Skills

The integration of educational research into teaching practice is an important component in fostering the professional development of educators. Recognizing mentoring activities as an effective method for fostering such research-driven teaching practice, this study set out to explore the effectiveness of reverse mentoring in cultivating a scientific mindset and enhancing research skills among school-based teacher educators. The defining feature of reverse mentoring is the reversal of the mentor and mentee roles, with student teachers mentoring school-based teacher educators. These school-based teacher educators here represent in-service teachers who teach in schools on a daily basis while simultaneously supporting the training of future teachers. Through a semi-structured interview study, nine reverse mentoring projects implemented in Austria and Greece were analyzed. The findings highlight the importance of the thematic focus of the reverse mentoring projects, motivations for participation, insights into collaboration dynamics, learning outcomes, and suggestions for process improvement. Learning outcomes are reported in new teaching methods, content knowledge, and improved collaboration capabilities. A framework categorizing reverse mentoring collaboration into basic, guided, and deep levels is discussed. Suggestions for further research are provided to validate and expand upon the findings of this study.

UNDERSTANDING THE IMPACT OF TEACHER DEMOGRAPHICS ON ASSESSMENT FOR LEARNING STRATEGIES IN GHANA'S EDUCATIONAL SYSTEM

This study explores the implementation and effectiveness of Assessment for Learning (AfL) strategies among basic schoolteachers in Ghana, focusing on the influences of gender, teaching experience, and teaching division. Utilising a survey approach, data were collected through a 16-item Assessment for Learning Questionnaire (AfLQ) from a randomly selected sample of 100 teachers. The instrument's reliability and validity were confirmed through a pilot study and expert reviews, achieving a Cronbach's alpha of over 0.7 for all variables. Multinomial regression analysis provided key insights into the effectiveness, variability, and reliability of AfL practices, guiding professional development and future research. Multiple linear regression analyses identified significant correlations among AfL practices, with strong positive relationships between self-assessment, peer assessment, and immediate feedback. Variance plots showed higher variability in the implementation of certain practices among female and subject teachers, indicating a need for more tailored professional development. Additionally, the Test Information Function (TIF) plot revealed distinct proficiency levels, highlighting areas where teachers excel and potential gaps requiring intervention. These findings emphasise the critical role of demographic factors in the application and success of AfL strategies and offer actionable insights for enhancing teacher training programmes. By integrating advanced statistical techniques, the study provides a comprehensive understanding of AfL practices in diverse educational settings, contributing valuable knowledge to the field of educational assessment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/a.php" alt="Hit counter" /></p>

A MULTILEVEL ANALYSIS OF THE NATIONAL TEACHERS' STANDARDS' IMPACT ON MATHEMATICS TEACHERS' INSTRUCTIONAL PRACTICES

<p>The study examined the impact of the National Teachers’ Standards on the instructional methods of mathematics educators in the Sekyere Central District of the Ashanti Region of Ghana, guided by the Concerns-Based Adoption Model. A cross-sectional research design was adopted. The target population was all basic school teachers in the district, whereas the accessible population was all junior high school mathematics teachers, thus, through the census sampling technique, a sample size of 82 respondents participated in the study. The researchers deployed a closed-ended questionnaire to unravel the impact of the National Teachers’ Standards on instructional methods among mathematics teachers. Reliability coefficients for NTS and instructional practices constructs were 0.92 and 0.85, respectively, indicating strong reliability. Data analysis utilized frequency, percentage, mean, standard deviations, simple linear regression, and Pearson’s correlation. The findings revealed prevalent practices such as question-based learning support and group engagement, with limited emphasis on low-cost materials and gender-responsive pedagogy. Teachers demonstrated a robust understanding of NTS and the curriculum framework, though variability existed. Notably, teachers’ NTS knowledge significantly predicted instructional practices, highlighting its crucial role. Hence, it was recommended, among others, that the Sekyere Central Directorate of Education should invest in the design and delivery of evidence-based, teacher-centered professional development interventions and collaborative learning networks to enhance teachers' pedagogical content knowledge and facilitation skills in alignment with the National Teachers Standards, thereby improving teaching quality, student learning outcomes, and overall educational effectiveness.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0407/a.php" alt="Hit counter" /></p>

The potential of lesson study in enhancing secondary school mathematics teachers’ pedagogical practices in lesson planning: evidence from Ethiopia

PurposeThe main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma, Ethiopia.Design/methodology/approachThe study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools, and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, questionnaires and document analysis were the main sources of data. Qualitative data were analyzed using themes with the support of Atlas-ti qualitative data analysis software. Quantitative data were analyzed using the Wilcoxon ranked signs test.FindingsThe findings revealed that engaging secondary school mathematics teachers in lesson study enhanced their lesson planning competence. As a result, teachers began to carefully plan detailed lessons, use curriculum materials and create more student-oriented lessons. Lesson study was found to be a potent model on which to build secondary school mathematics teachers’ lesson planning competence. Hence, it would be rewarding to integrate lesson study into the present school-based teachers’ pedagogical capacity-building program in the study settings.Research limitations/implicationsThe data were collected from particular localities with a small sample size in the quantitative phase. Therefore, it is difficult to generalize to the entire secondary school teachers in the country. However, thick descriptions were provided that would allow readers to determine the transferability of the findings to their specific school context. Future research should investigate the effects that enhanced TPP in lesson planning has on teachers’ mathematics teaching in more schools using a larger sample size.Practical implicationsThis study provides insight into and empirical evidence of how engaging in the process of LS is essential to enhance teachers’ lesson planning competence. It adds important knowledge to a small but growing model of lesson study research. It also informs future researchers in the practical use of LS where lesson planning is a crucial concern in many secondary schools of the country.Originality/valueThis research was originally conducted to build mathematics teachers' pedagogical practice in lesson planning through lesson study in Ethiopian secondary school contexts.

ALTERNATIVE STRATEGIES TO CORPORAL PUNISHMENT USED BY SELECTED BASIC SCHOOL TEACHERS IN MAMPONG MUNICIPALITY, GHANA

This study was conducted to determine the alternative strategies to corporal punishment used by some basic school teachers in Mampong Municipality in the wake of the abolition of corporal punishment in Ghanaian schools. The study used a qualitative research approach and phenomenological research design to study 15 basic school teachers and 15 headteachers who were purposively sampled for the study. Interviews and focus group discussions were used to collect data. It was found that the teachers used positive discipline strategies, such as rule setting, rewards presentation, guidance and counselling and mild punishment strategies, such as task assignment, withdrawal from pleasant activity and upstanding as alternative strategies to corporal punishment. This implies that the teachers follow the recommended discipline policy of the Ghana Education Service (GES). It was recommended, among others, that continuous professional education should be conducted by GES for the teachers to keep them abreast of the use of alternative strategies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0704/a.php" alt="Hit counter" /></p>

FEATURES OF THE ORGANIZATION OF ONLINE INTERACTION OF PRIMARY AND BASIC SCHOOL TEACHERS IN THE SYSTEM "TEACHER – GROUP OF TEACHERS"

The article describes the online interaction of elementary and basic schoolteachers in the system "teacher – a group of teachers" based on a site that combines thematic training modules in Google Class. The stages of formation of teaching staff research competencies on the example of educational materials, involving the organization of research activities of students involved in inclusive learning. It reflects a single principle of building the content of online training modules, each of which contains theoretical material on the chosen didactic problem; a video demonstrating the practical application of the knowledge gained in practice in the working conditions of an educational institution; Google Forms to test the learned material by each teacher and course coordinator. The features of the organization of professional online interaction of teachers in the system "teacher – group of teachers," including: the possibility of the course coordinator for users of consultative video meeting based on Google meet; establishing feedback between course coordinators and teachers who perform test tasks through the use of Google Forms; combining teachers based on Google Class into a virtual room for practical research tasks based on electronic educational resources. It is noted that the most common among them in the practice of primary and basic schoolteachers are Wizer.me, Learning.aps, Kahoot, wordwall, Liveworksheets, which allow individual online work of the teacher to combine with the group work of all course participants and combine self-learning with mutual learning. The results obtained for experimental and control groups of teachers are analyzed: levels of formation of reflexive, methodical, managerial and communicative factors of their research competencies. Based on the obtained data, it is proved that the online interaction of primary and basic schoolteachers when using Google Class is effective, which is confirmed by high and sufficient levels of formation of research competencies of teachers who were part of the experimental group.

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

Analyzing the challenges basic school teachers face in integrating Information and Communication Technology into teaching and learning activities in a developing country

Analyzing the challenges basic school teachers face in integrating Information and Communication Technology into teaching and learning activities in a developing country

Evaluation of the Adoption and Implementation of Technology-Enhanced Mathematics Lessons in Basic Schools

The study evaluated the adoption and implementation of technology-enhanced mathematics lessons in basic schools in the Ho West District of the Volta Region of Ghana. Grounded in the Technology Acceptance Model. The target population was all basic school teachers in Ho West District. The adopted research design was a descriptive survey research design with a quantitative approach. A stratified random sampling technique was employed and 450 basic school teachers were used as samples for the study. Data were collected using a close- ended questionnaire with a reliability coefficient of 0.77 was analyzed using frequencies, percentages, means, standard deviations, independent samples t-tests, and Pearson’s moment correlation. The results revealed that a teacher recognizes instructional technology as useful for their mathematics instruction. Hence, challenges from teachers, least access to instructional technology tools, training, time for lesson preparation, technical issues, and resistance from their students and colleagues were identified. The study recommends that regular assessments are made on the teachers’ perceptions to tailor professional development needs. Additionally, teachers should be supported by their head teachers to tackle issues specific to individual teachers.

The role of social networks in reducing educational loss among primary level students from the point of view of Al Sera basic school teachers in the South Hebron Directorate of Education (Qualitative study)

The role of social networks in reducing educational loss among primary level students from the point of view of Al Sera basic school teachers in the South Hebron Directorate of Education (Qualitative study)

Використання цифрової лабораторії Vernier як складника взаємодії вчителів початкової та базової школи

Використання цифрової лабораторії Vernier як складника взаємодії вчителів початкової та базової школи

Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

Challenges and Opportunities for School-Based Teacher Training in Zanzibar

This research delves into the Challenges and Opportunities for School-Based Teacher Training in Zanzibar, employing a comprehensive mixed-methods approach. The study engages both quantitative and qualitative methodologies, incorporating questionnaires and interviews to gather insights from 110 participants. The sample comprises teachers actively participating in the program, head teachers, and program facilitators, selected through random and purposive sampling methods. Utilizing interviews for head teachers and facilitators, and questionnaires for teachers, the data collection process was meticulous. The quantitative data underwent analysis through statistical software, while qualitative analysis deciphered insights from the interviews. The results underscore overwhelmingly positive perceptions regarding the program's impact, as 95.6% of respondents expressed strong support. Significantly, 51.1% highlighted the imperative to prioritize teaching methodology and assessment methods, while 45.5% advocated for the integration of ICT into teaching practices. However, the research also unveiled challenges faced by the program, including financial constraints, inadequate teaching aids and equipment, and deficiencies in facilitator skills. The study puts forth actionable recommendations, emphasizing the necessity for needs-based training programs, continuous development for facilitators, and augmented budget allocation for materials, technology, and participant allowances. These improvements aim to fortify the efficacy and sustainability of school-based teacher training programs in Zanzibar.