Lower Secondary School Teachers Research Articles

Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers’ use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student’s argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers’ values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.

Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload

Utilizing the job demand-resource theoretical framework, this study expands on previous research by examining the role of teacher workloads in the relationship between teachers’ resources and teacher well-being. The study used data from Taiwanese lower secondary school teachers in the TALIS 2018 survey and conducted a structural equation modeling analysis. The results showed that teacher training preparedness had a direct positive effect on well-being and an indirect effect that was mediated by teaching and student behavior workloads. On the other hand, teachers’ perceived autonomy did not have a direct impact on well-being but was indirectly related to well-being through the teaching workload. Additionally, the study found that teaching and student behavior workloads were negatively associated with well-being. By incorporating workload as a mediator, this study offers new insights into the complex relationship between job demands, resources, and well-being in the teaching profession.

Studying mathematics at university level: a sequential cohort study for investigating connotative aspects of epistemological beliefs

In modern information societies, evaluating information, data, or knowledge claims is crucial. As these activities are influenced by epistemological beliefs, such beliefs are a key element of education in the sense that educational institutions intend to prepare students for professional and social life. Hence, this study aims to examine the development of students' epistemological beliefs about mathematics in the course of studying mathematics at university level. In a sequential cohort study, 1774 responses of mathematics students were surveyed in three consecutive years. The participants rated claims about the nature of mathematical knowledge in a spontaneous manner - a research procedure stimulating their connotative aspects of epistemological beliefs. Analyses showed that students hold different epistemological beliefs regarding ‘mathematics as a scientific discipline’ and ‘mathematics as a school subject’ - with mathematics major students and future upper secondary school teachers rating ‘mathematics as a school subject’ to be relatively simple and superficial compared to future primary school and lower secondary school teachers. Nonetheless, all student groups find ‘mathematics as a scientific discipline’ to be significantly more complex and profound than ‘mathematics as a school subject’. Interestingly, the domain-specific beliefs remain rather stable in the course of studies regardless of the students’ study programme.

The Catalysts for Sustaining Teacher Commitment: An Analysis of Teacher Preparedness and Professional Learning

This study aimed to investigate how teacher preparation and professional experiential learning catalyze organizational and occupational commitment. Data from Taiwanese lower secondary school teachers who participated in the TALIS 2018 survey were analyzed using structural equation modeling, which yielded several key results. Firstly, both teacher preparedness and professional experiential learning had positive relationships with self-efficacy, with teacher preparedness showing a stronger association. Secondly, self-efficacy was more closely linked with organizational commitment than with occupational commitment. Thirdly, organizational commitment was positively associated with occupational commitment. Finally, both relationships of teacher preparedness and professional experiential learning with organizational commitment were partially mediated by self-efficacy, whereas full mediation was observed for occupational commitment. Notably, the most significant pathway in the mediation model was teacher preparedness predicting organizational commitment through teacher self-efficacy. These findings have implications for improving organizational commitment and promoting a positive outlook toward the teaching profession.

STEM Productive Learning of Lower Secondary School in Southern Zone, Malaysia

Sciences, Technology, Engineering, Mathematics Productive Learning (STEMPL) is an initiative of the Ministry of Education (MoE) to promote creative teaching and learning among STEM teachers, with the ultimate goal of producing students who can think creatively, systematically, and logically in problem-solving. Therefore, this study aims to identify the level of STEMPL practices among STEM teachers in lower secondary schools in the Southern Zone, Malaysia. The differences in STEMPL practices are also examined according to the subjects taught and the relationship of STEMPL practices based on the teaching experiences of the STEM teachers. A survey design was used in this study, applying a quantitative approach. A total of 556 STEM teachers who teach Science, Design and Technology, Computer Science, and Mathematics at the lower secondary level were selected using stratified random sampling techniques. Data were collected using a questionnaire developed by researchers, proven valid and highly reliable for measuring STEMPL practices among STEM teachers. SPSS 23 was used to analyse the data. The findings showed that the overall level of STEMPL practices among STEM teachers were moderate. The analysis also found significant differences in STEMPL practices based on the subjects taught and no significant relationship between STEMPL practices and teaching experience of the STEM teachers. These findings provide input to stakeholders that the STEMPL practices of STEM teachers need improvement in order to realise the education aspirations in Malaysia. Suggestions to improve existing practices are also provided to guide stakeholders in planning, implementing, and evaluating effective strategies.

Educational Devices: Debates and Endeavours within the Swiss Teachers’ Association SLV, 1950–1980

This article examines how and why elementary and lower secondary school teachers in Switzerland constructed audio-visual media as educational devices. The new technical solutions had to be interpreted and adapted so that they could be considered educational. The educational press and internal minutes of the Swiss Teachers’ Association SLV show the public discussions as well as internal conflicts. They allow conclusions to be drawn about the role of the teacher association in constructing educational media. They also show the part played by political and practical issues in the evaluation and development of educational media. The article ends with a conclusion that outlines the different ways in which Swiss elementary and lower secondary school teachers dealt with new teaching media.

Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition

This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of metacognition. Teachers’ own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.

Teacher Stress of Lower Secondary School Teachers during the Implementation of the 2018 General Education Curriculum, and Teacher Stress Reduction Measures for Educational Administrators

Teacher stress is defined as unfavorable factors, causing difficulties and stress for teachers. This article is based on a survey of 458 lower secondary school teachers nationwide who are teaching under the 2018 general education curriculum. The main objective is to clarify the professional work pressures that Vietnamese teachers are currently facing, and simultaneously, through teachers' self-assessment of measures to reduce pressure on teachers that the Vietnamese government has adopted. This will help the government see more clearly the picture of labor pressure that teachers are facing to have a more appropriate adjustment direction. Four key stresses related toteacher stress were selected by the research team based on the suitability for the implementation of the 2018 general education curriculum in Vietnam to conduct the study, including: 1) individual stresses; 2) student-related stresses; 3) work-relatedstresses; 4) stresses related to other factors. The survey findings reveal that teachers are under significant stress from: professional development requirements; teaching methodology to meet the goals of the curriculum; students' academic achievements. Additionally, the measures put in place by educational administrators have untruly met the needs of teachers. The study's findings offer helpful resources that can enable educational administrators to enhance the current policy for teachers. The research results show the current situation of professional work pressure on high school teachers and the status of teachers' satisfaction with job policies. The results of this study are used by education authorities, researchers and teachers to better improve the problem of teachers' professional pressure in the future. Additionally, scholars can use this research as a source of reference to expand to other related studies. The novelty of this study contributes to the practice of solving problems of professional pressure of teachers during the period of Vietnam implementing educational reform. Keywords: lower secondary school teachers, Vietnamese teachers, teacher stress, 2018 general education curriculum. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.90

Geography curriculum fidelity in map-skills development: Examining teachers’ personal concepts, lesson objectives, and observed lessons

Quality education requires teachers to approach the curriculum systematically. Systematicity in education can be viewed from different perspectives. One of these is fidelity across the different levels of the curriculum: planned, implemented, and acquired. The basic premise is that what has been planned should be implemented and mastered. Therefore, transitions between different levels of the curriculum should not trigger unintentional changes in objectives, contents, and so forth. Thus, this study aims to examine curriculum fidelity and systematicity, specifically, the links between the planned and the implemented curriculum, in one specific segment of geography education: map skills. To this end, a combination of observations and recordings of model lessons and interviews was used to research 20 lower secondary school teachers and their lessons. The results suggest little systematicity in the development of map skills, that is, only weak fidelity between the planned and implemented curriculum. Particularly, a fundamental problem was observed in setting the learning objectives of a concrete lesson.

Ways of Using Textbooks and Digital Resources by Teachers and Students in the Lower Secondary Schools

The paper presents a research study on using teaching resources at lower secondary schools in the Moravian-Silesian Region. With regard to the massive inclusion of digital resources and learning materials of an electronic nature, the research aimed to find out which educational resources are used in teaching and how. The methods of use were deduced based on the activities the teachers induce in the lessons through these resources. A qualitatively oriented research design was used, based on in-depth semi-structured interviews with 15 lower secondary school teachers who had different lengths of experience and taught different subjects. It was found that all teachers still used the core textbook but supplemented it with other printed or digital textual resources. It was possible to describe how the teachers worked with textbooks and digital resources and capture specific styles in which they initiated instructional activities with printed and digital texts.

In-Service Teachers’ Perception of the Usefulness of Analyzing their Lower Secondary Students’ Written Argumentation

This study investigates how in-service teachers perceive analyzing their own lower secondary students’ written argumentation as useful. The participants were lower secondary school teachers enrolled in a university mathematics teaching program. The teachers planned and conducted a teaching lesson and wrote a report concerning the argumentation in their students' written work. The qualitative data consist of reports from in-service teachers and transcriptions of five follow-up interviews. Findings suggest that the teachers perceived the analysis useful for gaining insight into various parts of the students' prerequisites, establishing a basis for facilitating instruction, and acquiring knowledge related to different aspects of proof. The results imply that analyzing students' argumentation can be a meaningful and useful activity for in-service teachers to engage in.

구조적 인과 모형에 기반한 교수역량에 대한 인과 경로 분석

Based on the structural causal model, this study derived a causal graph that shows the causal relationship between the factors predicting the teaching competency of lower secondary school teachers in South Korea, the UK(England), and Finland. Also, it compared and analyzed the causal path to each country’s teaching competency. To this end, the data of lower secondary school teachers and principals, who participated in TALIS 2018, in Korea, the UK(England), and Finland were analyzed. First, the top 20 factors that predict teaching competency by each country were extracted by applying the mixed-effect random forest technique in consideration of the multi-layer structure of the data. Then, the causal graphs were derived by applying the causal discovery algorithm based on a structural causal model with the extracted predictors. As a result, there were common factors and discrimination factors in the top 20 predictors extracted from each national data, and the causal paths to teaching competency were compared and analyzed in the context of each country based on the causal graph by country. In addition, in the field of education, the possibility of using causal inference based on structural causal models was discussed, and the limitations and implications of this study were presented.

Effectiveness of Teachers in Relation to Leadership of Principals in Bhutan: A Case of Secondary Schools from Trashigang District

Abstract: The present study has been conducted with the purpose to explore the relationship between occupational self-efficacy of secondary school teachers and transformational leadership behavior of secondary school principals of Trashigang district in Eastern Bhutan. The study was descriptive in nature and constitute the sample of purposively selected 126 secondary school teachers and 12 secondary school principals. Published Ocupational Self-Efficacy Scale (OSES) developed by Sanjyot Pethe, Sushma Chaudhari and Upinder Dhar, (1999), and Transformational Leadership Scale, TLS-Form L-(Leader) Form developed by Dr, Surendra Nath Dubey have been used to collect the data. Investigator has computed percentage analysis, t’ test, One-Way ANOVA & Chi square to test the formulated hypotheses. The findings of the study revealed that occupational self-efficacy do not correlate with transformational leadership and male and female teachers do not differ in their occupational self-efficacy. The high and lower secondary school teachers differ in their levels of occupational self-efficacy. The study also revealed that there exists no significance difference in occupational self-efficacy of teachers with respect to years of experience.

THE CORRELATION BETWEEN INSTRUCTIONAL LEADERSHIP AND EFFICACY AMONG THE CAMBODIAN PUBLIC LOWER SECONDARY SCHOOL TEACHERS

Researchers have explored instructional leadership's correlation with teacher efficacy in developed countries, yet there is no research to broadly study in developing country contexts, especially in the public schools of Cambodia. Hence, the research objective is to find a significant correlation between the instructional leader and the efficacy of Cambodian public lower secondary school teachers. The researcher uses a quantitative method to collect data through a survey questionnaire. Also, the researcher uses the Pearson Correlation coefficient, a tool in SPSS version 23, to find the correlation between the instructional leader and teacher efficacy. There were 100 participants who were public lower secondary school teachers who participated in the data collection process. The key finding points out that the instructional leader has a high positive correlation with teacher efficacy, which is statistically significant. Thus, the instructional leader certainly correlates with efficacy among Cambodian public lower secondary school teachers. The result is significant for instructional leaders and relevant stakeholders in improving teachers' efficacy to fulfill their tasks better than before. Besides, future studies should focus on similar topics with different theories and a larger sample size at other institutions across the country. Finally, future studies should also emphasize qualitative and mixed-method designs.

DIGITAL TEACHER COMPETENCE DIMENSIONS: EXPERIENCES OF NORWEGIAN PRESERVICE TEACHERS

<p>Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students’ interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0587/a.php" alt="Hit counter" /></p>

Specialized Content Knowledge Lower Secondary School Teachers on Quadrilaterals

The teachers' knowledge of specific content has a positive relationship with the students' mathematics achievement. Mathematics teachers must have an appropriate level to ensure mathematics learning effectively. The quadrilateral is one of the essential contents in geometry. However, many teachers did not successfully deliver and teach this content in classroom instruction. Therefore, this qualitative study explores the specialized content knowledge of lower secondary teachers in defining and classifying quadrilaterals. Four teachers, two male and two female teachers, were recruited to become participants in this work. All participants have similar teaching experience and do not hold an educator certificate. A test and semi-structured interviews were assigned to obtain specialized content knowledge of the teachers on quadrilaterals. The interview data were analyzed in three stages: data condensation, data presentation, and conclusion drawing. The findings show that only one teacher understands hierarchically in defining and classifying quadrilaterals, two teachers are at the partial prototype level because they cannot see the hierarchical relationship between the quadrilaterals, and another teacher is at the prototype understanding level because it relies on the prototype of quadrilaterals' shape. These findings suggest that lower secondary teachers' special content knowledge of quadrilateral needs to be strengthened through workshops and training professional development.

THE IMPACT OF INTERACTIVE METHODS ON ONLINE DIDACTIC ACTIVITIES

The period of online didactic activities, caused by Sars-CoV-2 pandemic, offered teachers and students the opportunity to focus more on what is essential, on the elements with qualitative impact, on abilities and skills, rather than on content and peripheral elements (Botnariuc Cucoș, 2020). From this perspective, the use of interactive methods in teaching and in solving cooperative learning assignments was one of the strategies used by teachers to maintain interest in learning, to strengthen the teaching process and to promote intellectual, verbal, social and emotional exchanges among students.Our study focuses on the opinions of teachers from primary and lower secondary schools regarding the impact, the effectiveness of interactive methods in online didactic activities. The study involved focus group discussions and the selection of the most often used interactive methods (clustering technique, quadrants, conceptual maps, starbursting, brainstorming, quintet, think-pair-share, lotus blossom technique etc.) to be transposed into items in the questionnaire used in the research. The information gathered was interpreted using the SPSS analysis. The results of the study provide a data base and a possible framework to facilitate eLearning and a possible working strategy for primary and lower secondary school teachers to ensure students effective interactive learning experiences.

Teacher Educators’ Professional Digital Competence in Primary and Lower Secondary School Teacher Education

Teacher Educators’ Professional Digital Competence in Primary and Lower Secondary School Teacher Education

Assistant Teacher and His Role in Inclusive Classes in Lower Secondary Education

The role of the assistant teacher in inclusive classrooms is essential in supporting children with special needs. This necessity should mean adapting teaching based on the skills and needs that different children have in learning. For this adaptation to have a scientific basis, it must first and foremost aim at the adaptation of teaching, which is inseparable from the use of IEP in teaching, and the need for teacher-assisted assistance to students with special needs. This responsibility is compounded by the global situation in which we are all involved, such as the pandemic period we are going through. Teaching and special care for some children is not done only through campaigns nor only on the international day dedicated to them. Teaching and care for them should happen on daily basis, they do not accept "conditions" or "protocols" as the skills and needs that some children have do not accept the fulfillment of some of these protocol "rules". Therefore, adaptive teaching and the role of the assistant teacher is essential and a necessity. The findings of the study were realized by processing qualitative data using as instruments: interviews, observations and Focus group with lower secondary school teachers (SET).
 
 Received: 13 January 2022 / Accepted: 24 March 2022 / Published: 30 March 2022