School-based Teacher Research Articles

Pre-service English teachers’ reflective practice via online journaling during school-based teaching internship program at the time of Covid-19 pandemic

This study explores the reflective practices of two pre-service English teachers (PSETs) during their school-based teaching practice and internship program at the time of Covid-19. The purpose of this research is to describe PSETs reflections during their online school-based teaching practicum. The data were collected by utilizing the research participants’ journal writing as part of their e-portfolio projects which they kept during the teaching practicum. The collected data were analyzed thematically referring to Bain, Ballantyne, Packer & Mills, (1999). The research revealed four main thematic findings namely, Focus on Teaching, Focus on Self, Focus on Professional Issues, and Focus on Students or Class. Furthermore, the study also identified frequent sub-themes, such as General Teaching Issues (GTI), Specific Lessons or Incidents (SI), Own Teaching Approach (OTA), Relationship/Discussion with Supervising Teaching (RST), Teaching as Profession (TP), Professional Preparation (PP), Student /Class Behavior (SBC), Student /Class Characteristics (SCC). Overall, this research suggests that the use of online journaling helps to facilitate the reflective practices of prospective future English language teachers introspecting on a multitude of aspects of their teaching practicum/ internship program.

A Critical Review of Problems Facing Mathematics Teachers in Basic Schools in Nigeria

A Critical Review of Problems Facing Mathematics Teachers in Basic Schools in Nigeria

Technology integration in emergency remote teaching: teachers' self-efficacy and sense of success.

Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.

Improving Mental Health Literacy and Reducing Psychological Problems Among Teachers in Zambia: Protocol for Implementation and Evaluation of a Wellness4Teachers Email Messaging Program

Primary, basic, secondary, and high school teachers are constantly faced with increased work stressors that can result in psychological health challenges such as burnout, anxiety, and depression, and in some cases, physical health problems. It is presently unknown what the mental health literacy levels are or the prevalence and correlates of psychological issues among teachers in Zambia. It is also unknown if an email mental messaging program (Wellness4Teachers) would effectively reduce burnout and associated psychological problems and improve mental health literacy among teachers. The primary objectives of this study are to determine if daily supportive email messages plus weekly mental health literacy information delivered via email can help improve mental health literacy and reduce the prevalence of moderate to high stress symptoms, burnout, moderate to high anxiety symptoms, moderate to high depression symptoms, and low resilience among school teachers in Zambia. The secondary objectives of this study are to evaluate the baseline prevalence and correlates of moderate to high stress, burnout, moderate to high anxiety, moderate to high depression, and low resilience among school teachers in Zambia. This is a quantitative longitudinal and cross-sessional study. Data will be collected at the baseline (the onset of the program), 6 weeks, 3 months, 6 months (the program midpoint), and 12 months (the end point) using web-based surveys. Individual teachers will subscribe by accepting an invitation to do so from the Lusaka Apex Medical University organizational account on the ResilienceNHope web-based application. Data will be analyzed using SPSS version 25 with descriptive and inferential statistics. Outcome measures will be evaluated using standardized rating scales. The Wellness4Teachers email program is expected to improve the participating teachers' mental health literacy and well-being. It is anticipated that the prevalence of stress, burnout, anxiety, depression, and low resilience among teachers in Zambia will be similar to those reported in other jurisdictions. In addition, it is expected that demographic, socioeconomic, and organizational factors, class size, and grade teaching will be associated with burnout and other psychological disorders among teachers, as indicated in the literature. Results are expected 2 years after the program's launch. The Wellness4Teachers email program will provide essential insight into the prevalence and correlates of psychological problems among teachers in Zambia and the program's impact on subscribers' mental health literacy and well-being. The outcome of this study will help inform policy and decision-making regarding psychological interventions for teachers in Zambia. PRR1-10.2196/44370.

PROFESSIONAL DEVELOPMENT AND PERFORMANCE ASSESSMENT SYSTEM FOCUSED ON STRENGTHENING TEACHERS’ COLLABORATION: THE CASE OF GEORGIA

Studies confirm that professional development at the school base through the teachers’ collaboration is the most result-oriented outcome among the alternative ways of teachers’ professional development. One of the declared goals of the centralized system of teachers’ professional development and performance assessment operating in Georgia is to facilitate teachers’ collaboration. However, the contribution of the mentioned system in strengthening the teachers’ collaboration has not been studied so far. The purpose of the present research was to study the impact of the centralized system of teachers’ professional development and performance assessment on teachers’ collaboration at general educational institutions. The issue was studied using the qualitative methods - focus group, interview, and content analysis of documents. Eight schools were selected for the study. Two focus groups were conducted with teachers and one interview was recorded with a school leader at each school. Furthermore, Interviews with six experts in the field were recorded. It was demonstrated that the centralized system of professional development and assessment focused on developmental assessment helps to strengthen the teachers’ professional relations. Activities closely related to the teacher's work, the correct attitude of the school leaders, teachers’ involvement in making decisions, the existence of preset goals, working schedule and space are important for collaborative relations. Existence of unified mechanisms for professional development, mistrust among colleagues, changes being constantly introduced to the education system, shortage of time were revealed as hindering factors for teacher collaboration. Keywords: qualitative research, school-based teachers’ professional development, teachers’ assessment, teachers’ collaboration

Middle leaders as teacher educators: The case of the Kenkyushunin (chief teacher of school research) in Japan

Currently, Japan needs to create a framework that facilitates improving teachers’ professional development—a situation in which teacher educators become vital. This study focuses on the role of the kenkyushunin (chief teacher of school research) in the professional development of in-service teachers through school-based training, lesson studies, peer mentorship, and student guidance. Extant literature was analyzed to enable an in-depth understanding of their role. The findings indicated that the roles of a kenkyushunin as a teacher educator could be categorized as that of a teacher of teachers, researcher, coach, curriculum developer, and a broker. However, their role as a gatekeeper could not be confirmed. Further, their behaviors in each of these roles were also discussed. It was found that, as a school-based teacher educator, the kenkyushunin conducts lesson studies and joint research relating to the practice of teaching with colleagues and undertakes the professional development of teachers.

The Establishment of the Royal Hungarian State School of Lacemaking in Körmöcbánya (Kremnica) and Its Impact on the Lacemaking Cottage Industry in the 20th Century

AbstractThe Royal Hungarian State School of Lacemaking in Körmöcbánya was the earliest independent institution in the field of Hungarian bobbin lacemaking. Unfortunately, there is little information available about the school, largely due to the revision of national borders as a result of the Treaty of Trianon. Following a survey of what remained of the lacemaking cottage industry in Upper Hungary [now mostly present-day Slovakia], teaching was organized from 1883 in itinerant workshops in Bars and Zólyom counties (in Úrvölgy, Sóvár, Eperjes, and Hodrusbánya). Annual training courses, as part of a school-based teaching system, were introduced probably in around 1894, and from 1899 yearbooks were published by the Royal Hungarian State School of Lacemaking in Körmöcbánya. Until 1909 (with the exception of the 1888/89 academic year), Körmöcbánya functioned as the administrative center, while teaching took place in local schools, first in Jánoshegy and subsequently in Óhegy, Jánosrét, Kunosvágás, and Kékellő, where schools opened in succession. Poorer students were awarded scholarships to participate in the two-year training, and those who wished to work in the cottage industry were given employment following graduation. Besides introducing the readily marketable Carlsbad, Idrija, Cluny, and Torchon lace patterns that were taught at the school, Béla Angyal was the first to expand the treasury of Upland lace patterns with the addition of new Hungarian designs, while Emília Angyal was responsible for their technical elaboration. For a while, state-sponsored lacemaking in Upper Hungary provided a relatively good livelihood for the female members of working families, although this situation changed with the influx of cheap foreign lace, and especially with the spread of mass production. Besides popular foreign patterns and techniques, the school in Körmöcbánya also played an important role in the spread of new tools in Hungary.

The Degree of Practicing Creative Thinking Skills by Basic School Teachers in Emirate of Sharjah from their Point of View

This study aimed at finding out the degree of practicing creative thinking skills by basic school teachers in Emirate of Sharjah, from their point of view. The descriptive – survey methodology was used in the study. The study sample consisted of (50) female teachers of the basic stage. A questionnaire was developed to collect the study data. It consisted of (22) items, distributed on five domains: (fluency, flexibility, sensitivity to problems, taking risk and enriching detail skills). Validity and reliability of the tool were assured. The findings showed that the degree of practicing creative thinking skills by basic female school teachers was high from their point of view. There were no statistically significant differences at (α ≤ 0.05) in the degree of practicing creative thinking skills by the basic female school teachers in Al – Sharjah Emirate attributed to academic qualification and experience variables. Among the recommendations of the study was: Supporting the effectiveness of practicing creative thinking skills of the basic female school teachers in Emirate of Sharjah.

Modeling basic school teachers acceptance of instructional technology in advancing mathematical pedagogy in Ghana

In this study a modified technology acceptance model (TAM) was used to examine factors that determine information and communication technology (ICT) adoption in junior high school (JHS) mathematics classrooms in Ghana. The study purely employed a quantitative research method. A cross sectional survey was conducted using 180 basic school mathematics instructors in the Kumasi Metro using a questionnaire. Multiple stepwise regression was used as the statistical technique to analyze the data. The study found that usage training, perceived ease of use (PEU), perceived usefulness (PU), and attitude towards use (ATU), had a direct and positive impact on the JHS mathematics instructors’ intentions to utilize ICT for academic purposes. It was likewise concluded that the perceived ICT usefulness was found to be the most influential factor for the instructors’ intention to utilize ICT. The significant effect of usage training was statistically supported against the original TAM constructs utilized in this study. Also, the result from the study further reveals that mathematics facilitators intension to use ICT is not merely based on PEU, PU, and ATU, but fostered through educational culture to train their teaching staff in order to increase their competence and ability to use the instructional technology for academic purposes.

Utilization of Information and Communication Technologies (ICTs) Among Basic Rural Secondary School Teachers in Katsina Silization of Information and Communication Technologies (ICTs) Among Basic Rural Secondary School Teachers in Katsina State, Nigeria

The study was conducted in Katsina State with the aim of finding out the extent of utilization of information and communication technologies (ICTs) among basic rural secondary school teachers. Multi-stage sampling procedure was used to sample 260 teachers; structured interview schedule was employed to capture their thoughts on socio-economic characteristics, sources of information, awareness, access, ICTs utilization and constraints. Descriptive (frequency counts, percentages, mean and standard deviation) and inferential statistics (Chi square and Pearson Product Moment Correlation PPMC) were instruments of data analysis. Teachers were mostly males (85.8%), NCE/BED (97.7%) holders with mean age of 34years and 9 years of working experience. Television ( = 2.35) and internet ( = 2.31) were major sources of information with 60.85% having high level of ICTs awareness. Mobile phone ( = 2.08) and internet ( = 1.76) were most accessed ICTs with 53.8% having low level of access to ICTs. Mobile phone ( = 1.71), newspaper ( 1.52) and radio ( = 1.50) as ICTs were mostly utilized. Most (52.3%) teachers had low level of ICTs utilization. Benefits derived were mostly motivation of students ( = 2.45) and facilitating knowledge sharing with colleagues ( = 2.42). Levels of benefits derived (60.4%) and constraints were high and low respectively. Information (r = 0.330), awareness (r = 0.357), benefits (r = 0.162), access (r = 0.770) significantly correlated with respondents’ level of ICTs utilization. Level (52.3%) of ICTs utilization was low notwithstanding that mobile phone; internet, newspaper and radio were mostly utilized.

Toward contraception education in basic schools: Teachers' knowledge, perceptions, and attitudes regarding contraceptive use by basic school pupils in a Ghanaian Municipality.

We examined teachers' knowledge, perceptions, and attitudes regarding contraception by basic school pupils in a Ghanaian Municipality. This was an explorative, analytical cross-sectional study using the mixed-method approach. Participants comprised 183 public and private basic school teachers and 20 school health coordinators in the study area. The statistical tests carried out were in two folds. Quantitative data were analyzed with a statistical package for social sciences version 20 to generate tables. A logistic regression model was used to examine associations between the predictor and the binary response variables. Adjusted odds ratio accounted for other predictor variables in the model. For the qualitative data, recorded interviews were transcribed and content analysis was done to identify themes, subthemes, and results presented as participants' direct quotations/paraphrased statements. Knowledge, perceptions, and attitudes were assessed using 3-Likert scale type questions developed by the author. Participants' sociodemographic characteristics were associated with perceptions and attitudes toward contraception in basic schools. At 95% confidence intervals, the p-values were not significant for any of the variables tested. However, the adjusted odds ratio (aOR) showed positive perceptions among participants aged 35-39 (aOR = 7.24; p = 0.35), women (aOR = 4.22; p = 0.25), higher educated (aOR = 4.32; p = 0.56), work experience between 16 and 20 years (aOR = 6.65; p = 0.96), four or more children (aOR = 6.35; p = 0.96); divorcee (aOR = 10.12; p = 2.92); intrauterine contraceptive device (IUD) (aOR = 5.02; p = 2.43); or condoms users (aOR = 7.09; p = 0.32). Negative perceptions were noted among affiliates of other religions compared to Christians (aOR = 0.19; p = 0.01) and subject teachers (aOR = 0.39; p = 0.01). Participants' perceptions were directly influenced by attitudes toward contraception and knowledge (p = 0.081). The qualitative findings showed mixed feelings about contraceptive education in basic schools. Basic school teachers have challenges with contraceptive education which have implications for comprehensive sex education in Ghanaian basic schools. We recommend a similar study among parents of the pupils and a nationwide study to examine this concept further.

Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

AP to AP: The Transition from Assistant Principal to Associate Professor

This Voices from the Field submission reflects on my transition from a school-based teacher and administrator to the role of college professor. I discuss the similarities and differences in these positions and ways in which appropriate course instruction can influence student learning in a positive manner for students and faculty.

Research on the Influence of School-based Teaching and Research System on Teaching Quality

Calling for school-based teaching and research activities and establishing a school-based teaching and research system is not imposed by the outside world, but merely promoting and institutionalizing this activity form consciously generated in the practice of the new curriculum. School-based teaching research system is of great theoretical and practical significance for creatively implementing the new curriculum, comprehensively implementing the goal of curriculum reform, practically improving the teaching quality, promoting the professional development of teachers, and improving the ability of curriculum construction and the level of running schools. The new ideas, new methods and new practices brought by the new curriculum are like a breeze blowing into the campus, turning up ripples, showing a new atmosphere, providing a broad space for the educational reform and development of our school, as well as a stage for teachers to display their talents. All these are attributed to the curriculum reform experiment, the implementation of the "school-based" teaching and research system, and the true return of teaching and research to schools, teachers, classrooms and practice.

Towards a Scholarship of School-Based Teaching and Learning That Embraces Hope, Change, and Social Justice in a South African University

In this commentary, the author presents an argument for embracing a critical southern paradigm and framework for a Scholarship of Teaching and Learning (SoTL) that advances decoloniality, social justice, and conscientisation. The kind of scholarship that is argued for in this paper proposes a SoTL that goes beyond the recognition of classrooms as sites of inquiry and teaching, but a SoTL that is generative, context responsive, carries moral and pedagogical imperatives, and can influence institutional and societal change. This commentary draws on the experiences of a Dean of Faculty through self-reflexive qualitative impressions. She frames her personal experience of implementing a School-Based Learning placement approach within a theoretical discussion of agency, conscientisation, and transformative learning.

Classroom Management Strategies among Basic School Teachers: Toward Holistic Teacher Education

There have been cases when students depict unacceptable behavior traits, which need to be managed by teachers during instructional hours. Using Wolfgang and Glickman Teacher’s Behavior Continuum as the theoretical framework, this study reports classroom management strategies among basic schoolteachers and their implications for teacher education in Ghana. Descriptive research design and a quantitative approach were used; questionnaire was used to gather data from the respondents. One hundred and five (105) teachers were selected using simple random sampling technique. Validity and reliability of the research instrument were tested using expert judgement and Cronbach’s alpha, respectively. Descriptive statistics (means and standard deviations) were used in the analyses of the research questions. The findings were that the majority of teachers used a teacher-centered approach. It was also discovered that teachers had difficulty in managing some disruptive student behaviors, as the most prevalent disruptive behavior exhibited by students was noise making. Some teachers also agreed that once the classroom environment is conducive, it makes teaching easier because the teacher gets the full attention and concentration of students. Teachers should set example for students by acting appropriately at all times; especially, in the classroom. It was recommended, among other things, that teachers pay extra attention to the special needs of students and encourage them to behave in the classroom. While holistic education is governed by a single underlying principle, teachers need to use a variety of approaches and strategies to foster a holistic learning culture.

Recognition Challenges in Implementing the Independent Campus Policy: The Case of Indonesia

The purpose of this paper is to discuss the implementation of the Minister of Education and Culture's Independent Campus policy issued in 2019 (see: regulation of the Minister of Education and Culture of the Republic of Indonesia, No. 4, 5, 6, 7/2020). One of the policies is the provision of two (two) semesters of study away from campus with eight (eight) optional programs: student exchange, internships, school-based teaching assistance, research, humanitarian projects, entrepreneurship, independent projects, and thematic real-world lectures (building villages). Three organizers were purposefully chosen to assess the readiness of higher education institutions: tertiary institutions "L," "M," and "N." Data was collected using a focus group discussion (FGD) approach via online interviews supplemented by relevant documentation. The findings indicated that the three tertiary institutions were proactive and worked hard to implement policies. However, there were still several challenges to overcome among the difficulties in recognizing the outcomes of the activities. Universities face a variety of quality and geographic conditions, as well as situations that differ from one another. No criteria can be used as a guideline for determining the recognition and quality assurance of activity results. The government is advised to establish a work unit in charge of developing standard process criteria for each selected program to achieve the goals of competency development, competitiveness, and graduate readiness to enter the workforce. Keywords: independent campus, student study rights, elective programs, recognition DOI: 10.7176/JEP/13-35-06 Publication date: December 31 st 2022

Virtual Summer Institutes as a Method of Rural Science Teacher Development

Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.

The Implementation of School-Based Teacher Professional Development in a Selected South African Rural Context: A Need for Change to Deal with Crises

This paper examines the dynamics experienced by teachers, school principals and the circuit manager in implementing school-based teacher professional development (SBTPD) in a selected South African rural context in dealing with crises such as COVID-19. Teachers, school principals and the circuit manager are not appropriately equipped to meet the challenges and needs of this developing country through the accurate implementation of school-based teacher professional development. The advent of COVID-19 has compounded such challenges, particularly in rural schools. Underpinned in the qualitative interpretive approach and using a multiple case study as a mode of inquiry, this paper employed four schools in one education circuit. It generated data through interviews with the circuit manager and each of the four school principals as well as focus group discussions with all teachers in each school. Data were analysed using thematic analysis. The findings revealed that the researched schools solely relied on the cascade model to implement SBTPD and that there was a lack of collaborative practices among teachers. Considering the findings, this paper suggests that schools initiate their school-based programmes designed to accommodate crises and that teachers, school principals and the circuit manager (CM) undergo capacity-building in appropriately implementing SBTPD, particularly during crises. Keywords: School-Based Teacher Professional Development, Teacher Professional Development, COVID-19, Rural contexts, Dealing with situational crises

Mathematics Learning: Misconceptions, Problems and Methods of Making Mathematics Learning Fun

This article is related to the fallacy regarding learning mathematics in the current situation of school-level education. The article aims to dig out the meaning of learning mathematics, misconceptions, problems, and the particular ways of making mathematics learning fun in basic level school mathematics. The study is mainly based on the critical review of different related literature. Also, the in-depth interview with the basic level school teachers regarding the problem in learning mathematics, misconceptions about learning mathematics, and the approaches used to make mathematics learning effective and interesting were used to make the result more appropriate. Thus, the study utilized the systematic-descriptive approach combining the result of the different kinds of related literature and the concerned teachers' views and their experiences about mathematics learning problems, misconceptions, and ways to make mathematics learning enjoyable. This article presents the prevailing context of mathematics learning, major misconceptions about mathematics learning, problems of mathematics learning, and ways to make mathematics learning fun. It ascertains the major mathematics learning problems based on three aspects curriculum, teachers, and the students. Also, it helps to deal with misconceptions about learning mathematics by utilizing the most effective intervention techniques.