Understanding Of Teaching Research Articles

Curriculum Innovation in Vietnam: A Study on Teachers’ Attitudes using the Dimensions of ACB (Affective, Cognitive and Behavioral) Model

This study examines teachers’ attitudes towards curriculum innovation in Vietnam. The paper attempts to contribute to understanding teachers’ attitudes and responses towards curriculum innovation in terms of competencies, several affective, cognitive, and behavioral abilities of teachers which may affect the overall attitudes towards curriculum innovation, leading to extensive ramifications for the success of an educational project. To understand the attitude of teachers, a mixed-method explanatory sequential design approach is used. The authors collected quantitative data and then designed a qualitative open-ended plan to build upon the quantitative research. ANOVA was performed to test the statistical significance and correlations were established. Data gathered from interviews were analysed using thematic analysis. This study shows that the overall attitudes of teachers and educators towards curriculum innovation in Vietnam are favourable. However, both quantitative and qualitative show there are certain challenges to such innovations. No teacher had either a broad view of curriculum innovation or awareness of the interrelationship between the three dimensions of attitude and the implementation of the curriculum although aspects of each dimension were mentioned by individual teachers.

Peningkatan Literasi Digital Guru Guna Mengatasi Permasalahan Pembelajaran di Era Pandemi Covid-19

The Covid-19 pandemic is one of the great catalysts that spurs transformation in the world of education. This encourages the importance of understanding teacher digital literacy in responding to educational transformation during the Covid-19 pandemic. The purpose of this Community Service (PkM) is to provide information and increase teacher knowledge of digital literacy during learning during the Covid-19 pandemic. The PkM targets are teachers in the provinces of West Java, Central Java, East Java, and DIY. The activity carried out was to provide education about the importance of digital literacy in responding to the transformation of education during the Covid-19 pandemic. The stages of this activity consist of 1) planning stage; 2) preparation stage, 3) implementation stage, and 4) evaluation stage. Before and after the activity, the PkM team provided a digital literacy questionnaire. The results of the PkM activity showed a significant increase in understanding of digital literacy, which was 21.3%.

Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19.

During the height of the COVID-19 pandemic, teachers around the globe had been forced to move their teaching to full-time online, remote teaching. In this study, we aimed at understanding teacher burnout during COVID-19. We conducted a survey among 399 teachers at the peak of a prolonged physical school closure. Teachers reported experiencing more burnout during (vs. before) the COVID-19 pandemic. Contributing factors to this burnout were high family work conflict and low online teaching proficiency. Burnout was associated with lower work-related wellbeing: Lower work commitment, and higher turnover intentions. It was also associated with lower psychological wellbeing: More depressive and anxiety symptoms, and lower subjective wellbeing. Approach (but not avoid) coping strategies served as a protective factor against the burnout-turnover intentions association. We conclude with recommendations on how to mitigate teacher burnout, thereby contributing to teacher wellbeing.

Closer Look on Relation of Work-Family and Family-Work Conflict on Teachers’ Productivity during Work from Home Condition

Teachers’ daily life mostly revolves on two important field- home and work. Thus, establishing harmonious multiple roles significantly increases interpersonal and intrapersonal conflict to the teachers who simultaneously maintain personal and professional roles. Due to rise of COVID-19 pandemic, teachers nowadays are more pressured to maintain equilibrium between home and work roles. With the shift of working conditions, teachers have to balance the multiple roles due to work from home condition. Familywork conflict (FWC) and work-family conflicts (WFC) as well as teachers’ work productivity (WP) were determined, their relationship and responses differences base on profile were also looked at. This correlational research applied a judgmental sampling, and considered online teachers as respondents. After the test-retest reliability, the researcher distributed the questionnaire via messenger using Google form. A Cronbach Alpha of 0.912 and KMO value 0.789 justify the instruments and sampling as reliable and adequate. It was then identified that teachers do experience WFC and FWC which signifies that there is a complicated multiple role functioning and interference. Indicators of WP illustrates that due to WFH set-up, some tasks were not met by teachers. The significant relationship between WFC and FWC to WP and differences WFC, FWC, and WP responses based on a profile were observed. It elicits in understanding teachers’ condition in WFH set-up and productivity impact of it. Thus, results are helpful to spearhead programs and activities that may ease burnout and decision fatigue among teachers.

Closer Look on Relation of Work-Family and Family-Work Conflict on Teachers’ Productivity during Work from Home Condition

Teachers’ daily life mostly revolves on two important field- home and work. Thus, establishing harmonious multiple roles significantly increases interpersonal and intrapersonal conflict to the teachers who simultaneously maintain personal and professional roles. Due to rise of COVID-19 pandemic, teachers nowadays are more pressured to maintain equilibrium between home and work roles. With the shift of working conditions, teachers have to balance the multiple roles due to work from home condition. Familywork conflict (FWC) and work-family conflicts (WFC) as well as teachers’ work productivity (WP) were determined, their relationship and responses differences base on profile were also looked at. This correlational research applied a judgmental sampling, and considered online teachers as respondents. After the test-retest reliability, the researcher distributed the questionnaire via messenger using Google form. A Cronbach Alpha of 0.912 and KMO value 0.789 justify the instruments and sampling as reliable and adequate. It was then identified that teachers do experience WFC and FWC which signifies that there is a complicated multiple role functioning and interference. Indicators of WP illustrates that due to WFH set-up, some tasks were not met by teachers. The significant relationship between WFC and FWC to WP and differences WFC, FWC, and WP responses based on a profile were observed. It elicits in understanding teachers’ condition in WFH set-up and productivity impact of it. Thus, results are helpful to spearhead programs and activities that may ease burnout and decision fatigue among teachers.

Influence of Teacher Occupational Stress on Self-Efficacy

The teaching profession is undergoing a revolutionary change due to the compulsive integration of technology into education. There is a growing interest in understanding teachers’ occupational stress and efficacy in online teaching. The participants of this study were school teachers in Bengaluru, India. The measures from teachers’ occupational stress and self-efficacy scales investigate the influence of occupational stress and self-efficacy during two periods – before and during COVID-19. The findings of the study reflected that the influence of Occupational Stress on Self-Efficacy has doubled during COVID-19. Classroom management and resources for online teaching mainly influenced Self-Efficacy during COVID-19, whereas classroom management and administration proved to influence Self-Efficacy before COVID-19. Online learning strategies adopted by educational institutions will certainly make an impression on the education system post COVID-19. The current research contributes a significant component in the formation of the teachers’ professional identity.

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in adopting mobile learning (in practice) to compare their conceptions of the two kinds of barriers. Firstly, we utilised the phenomenographic method and subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, namely classroom management. Thus, this study revealed four classifications of barriers to (mobile) technology-integrated instruction. Moreover, teachers with less experience in adopting mobile learning confronted more obstructions to mobile technology-integrated instruction than to technology-integrated instruction at the first-order level (i.e., extrinsic obstacles). On the contrary, teachers with more experience in adopting mobile learning encountered more barriers related to design thinking upon the educational integration of mobile technology over conventional technology. This study provides the field with new insights into understanding teachers’ conceptions of barriers to the adoption of emerging technology-integrated instruction and sheds light for researchers and policymakers who are working on teacher professional development. Implications for practice or policy: This research reveals a framework of the four orders of barriers for providing an understanding of teachers’ barriers to advanced technology-integrated instruction as the technology grows. More courses involving design thinking for mobile learning should be provided as part of teacher training. Future research should carefully explore the effective solutions for eliminating the barriers to mobile technology-integrated instruction.

PROFESSIONAL DEVELOPMENT PROGRAMS AND EFL TEACHERS’ TRAINING NEEDS: A SIMULATION STUDY

Professional development programs (PDPs) are the door for teachers to learn and acquire the latest approaches in the teaching process. This study aimed to find out the EFL teachers’ needs that should be incorporated in PDPs and the extent to which the current PDPs at Taif University English Language Center (TUELC) met the EFL teachers’ needs. These aims were fulfilled through an explanatory sequential research design which used questionnaire and semi-structured interviews. The findings revealed that teachers need to be trained on most of the proposed educational skills such as teaching skills, research skills, and management skills. Furthermore, the current study revealed that years of teaching experience is not a factor in determining EFL teachers’ needs of PDPs. They also showed that the current PDPs have met EFL teachers’ needs to some extent. However, there were few important needs that should be focused on during the designing of PDPs. Therefore, this study recommended to have needs analysis before conducting any training program as success of PDPs depends on identification and understanding teachers’ perceptions and needs. Needs Analysis enables the training programs designers to focus on teachers’ needs without wasting their time and efforts. This study contributed to the knowledge of EFL teachers’ needs in PDPs which were identified based on its findings.

Understanding social justice commitment and pedagogical advantage of teachers with a migrant background in Switzerland: a qualitative study

PurposeThis study aims to understand the social justice commitment and the pedagogical advantage of teachers with a migrant background in Switzerland. Through semi-directive interviews with four of them, the research team analyses how these teachers use their background as a resource in their teaching practices. Linking their personal life experiences related to migration and schooling and their professional identity, results show that their history influences their teaching practices but moreover their commitment to social justice within school.Design/methodology/approachFor this study, the authors conducted four semi-directive interviews with teachers with a migrant background. The research team transcribed all the interviews and analyzed them through Nvivo software. The analytical process followed the logic of content analysis as developed by Miles and Huberman (2003). The research team used several layers of categories and codes to produce a deeper understanding of the data. On this basis, the authors refined their categories and codes and created research memoranda including all the information to establish the profile of each teacher interviewed.FindingsThis study’s data showed that “teachers with a migrant background” is a broad category of individuals, all entering the teaching profession with their own life experiences, their own relation to diversity and their own personal background. It also showed that teachers with a migrant background seem committed to social justice in different ways. This relates to Mantel’s study (2021) that established three types of teachers with a migrant background. All of them developing a different pattern of commitment to social justice.Originality/valueThis study aimed at understanding teachers with a migrant background’s social justice commitment and pedagogical advantage in Switzerland (Canton of Geneva). If this field has been developed in North America, it is not well studied in Switzerland. Yet, the number of teachers with a migrant background is important in some part of the country and might be increasing in the next years. Exploring their potential is therefore a matter of representation and legitimation.

Polish Teacher Competencies in Teaching Students from Migrant Backgrounds in Preparatory Classes

The number of students in the Polish education system from migrant backgrounds has regularly increased in the second decade of the 21st century. Many of them arrive with little to no literacy in Polish. The educational system was not prepared to accommodate these new students; Poland was previously considered an emigration country as opposed to an immigration one. Polish classes were linguistically and culturally homogeneous and teachers rarely had Polish language learners in their classrooms. They were not used to teaching multicultural, mixed, and heterogeneous groups of students and most have to find teaching strategies to best respond to new students who were also learning Polish. Changes in Polish educational laws in 2016 opened up the possibility of preparatory classes (PC) (oddziały przygotowawcze) in schools, although some schools decided to challenge this. In this paper, teachers’ competencies in teaching the newly arrived students in reception classes is discussed. This research was carried out with the goal of understanding teachers’ beliefs, experiences, attitudes, and competencies in this completely new context in their professional experience, namely teaching students from a migrant background in preparatory classes, as well as students who need language or academic support, require intercultural education and a friendly learning environment, or for whom curricula in regular classes were not accessible.

TEACHING FOR UNDERSTANDING THE INTERNAL LOGIC OF SPORTS: A PERSPECTIVE BASED ON TEACHING GAMES FOR UNDERSTANDING AND MOTOR PRAXIOLOGY

This essay aimed to propose a perspective of Teaching for Understanding (TGfU) the Internal Logic of sports from the methodological structure of TGfU and knowledge about internal logic of Motor Praxiology (MP). Considering specific criteria for literature review, 18 articles were selected that supported the theoretical discussion. Methodological aspects of TGfU and the main concepts of MP were presented, which enabled the theoretical articulation proposed in this essay. As main contributions from the perspective of Teaching for Understanding Internal Logic, didactic tools were structured to mediate the teaching-learning process from the subject/environment relationship. In addition, a methodological systematization was proposed to organize the pedagogical practice for the development of Teaching for Understanding Internal Logic. Finally, it contextualizes the need for further studies that seek to identify how this perspective helps teachers in the teaching-learning process of sports.

The development of “Early Childhood Education & Care Curriculum Framework Implementation Scale” in Taiwan

Abstract Taiwan government consolidated the kindergarten and daycare systems in 2012, and launched a new national curriculum framework, Early Childhood Education & Care Curriculum Framework (ECECCF), as a guidance for quality early childhood education programs. Research has shown that the effects of a new educational program highly depended on the fidelity of its implementation. It has thus been suggested that the degree of implantation of a program needs be evaluated before conducting further program evaluation. Thus, the purpose of this study was to construct an Early Childhood Education Curriculum Framework Implementation Scale (ECECCF Implementation Scale) for Taiwanese preschool programs. 216 preschool classes in Taiwan were involved. The study consisted of two stages: In Stage 1, the exploratory factor analysis showed that the implementation of ECECCF could mostly be explained by four factors, and all the factors extracted had acceptable reliability and validity. In Stage 2, rubrics were constructed for each item and factor analysis was re-conducted, resulting in a 19-item scale of four factors (Awareness and Adjustment, Learning Centers Arrangement, Teaching Guidance and Curriculum Development). The reliability and validity tests shows that: (1) the final version of the ECECCF Implementation Scale is a valid and reliable instrument, explaining 62.9% of the total variance; (2) the criterion validity indicated that the ECECCF scale can not only be used for assessing the implementation of ECECCF, but also can be used for understanding teachers’ needs in instructional and operational curriculum for further professional development.

Hong Kong secondary school teachers’ pedagogical approaches to controversial issues at a time of social and political turmoil

ABSTRACT This research study contributes to understanding teachers’ perceptions and views of using controversial issues and political neutrality in teaching, through an analysis of data gathered through questionnaire responses in a wider project and 41 semi-structured interviews. There are diversified views about the relationship between controversial issues and education. Some teachers feel that it is impossible to avoid controversial issues and that using them is educationally necessary. Three approaches were identified regarding their teaching of controversial issues: ‘open’, ‘critical’, and ‘committed’. The authors argue that teachers’ actions are influenced by factors which are discussed as ‘contextual’, ‘political’, and ‘pedagogical’. Teachers operate in specific places and times, have their own views about the nature of the good society, and prioritize their professional responsibilities. These findings contribute to our understandings of the teachers’ viewpoints and how those views are shaped. Such understandings will contribute to the development of reflective education policy and practice.

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

While research has focused on understanding teachers' attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers' self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers' attitudes towards inclusion. Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

Intercultural sensitivity and its effects on ELT curricula – Teacher insights

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university English language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

UTAUT3 model viability among teachers due to technological dynamism during COVID-19

PurposeThe purpose of this paper is to identify the viability of the extended Unified Theory of Acceptance and Use of Technology Model 3 (UTAUT3) model among the teachers especially during COVID-19 towards the use of technology.Design/methodology/approachAn extensive primary survey has been conducted through a well-structured tool under UTAUT3 model. The survey is conducted among 450 teachers from various institutions taken for the study. The data was collected from the Northern India. The data analysis will be done through the SmartPLS software with application of structural equation modelling (SEM).FindingsThe results are strong for educators and policy makers. It was found that performance expectancy is positively related to the behavioural intentions among teachers. Teachers consider that usage of technology will boost their job and task performance.Practical implicationsThis study has a very strong implications in the field of education in case or replacement of traditional teaching patterns with modern one during pandemic times. It will be effective if teachers would prioritize their work. There will be more effective teaching and learning system in future.Originality/valueThe study validates the constructs of UTAUT3 model in understanding teachers' behaviour and attitude towards technology acceptance. Furthermore, the study invites research from different viewpoint to investigate the role of UTAUT3 model in an individuals' behaviour and attitude towards technology acceptance.

PELATIHAN VIDEO PEMBELAJARAN BERBASIS MULTIMEDIA POWTOON DAN MEDIA UJIAN ONLINE GOOGLE FORMS UNTUK PENUNJANG PELAKSANAAN PEMBELAJARAN ONLINE DI SMPN 1 ANJIR PASAR

The Covid-19 pandemic indirectly impacted the transformation of the education system that was once the learning process is still conducted face-to-face, when the pandemic began to be directed into online learning. Community Service aims to help partners, namely SMPN 1 Anjir Pasar who are still having difficulty in utilizing information and communication technology facilities, especially in the online learning process during the Covid-19 pandemic. The priority of partner problems is divided into two parts, namely the first is still a lack of skills in the creation of multimedia-based learning media such as Powtoon so that learning seems monotonous. The second problem is the lack of skills in utilizing Google Forms media as an online test media because it is only limited to using WhatsApp media which of course uses it less efficiently to be used as an online exam medium. With the community service activities to SMPN 1 Anjir Pasar, of course, the hope is to help teachers in understanding and utilizing information and communication technology facilities well and able to use the information technology facilities as a means of supporting media in the implementation of online learning during the Covid-19 pandemic.

Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study

Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers’ attitudes toward inclusive education and given that personal values underlie and support attitudes, this research seeks to investigate the link between these two constructs. We tested this relationship in two pre-registered studies in which 326 (Study 1) and 527 teachers (Study 2) completed scales on attitudes, values (Studies 1 and 2), and social desirability (Study 2). Our statistical analyses partially support our hypotheses. Thus, self-transcendence and openness to change were positively related to teachers’ attitudes toward inclusive education (Studies 1 and 2), while results regarding self-enhancement were mixed (i.e., related in Study 1 but not in Study 2). Conservation values were not related to teachers’ attitudes toward inclusive education. Although these results require further development, notably regarding causality, they provide a new framework for understanding teachers’ attitudes and open up new perspectives for training teacher in order to enhance the implementation of inclusive school policies.

Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

Teacher Beliefs: Why They Matter and What They Are

AbstractTeacher effectiveness is low in many developing countries. How can it be improved? We show that understanding teacher beliefs may be an important but overlooked part of the puzzle. Our review of recent evidence shows that teacher beliefs can impact student outcomes directly; they can also mediate policy implementation. Despite this, we find that teacher beliefs are seldom accounted for or even measured in impact evaluations of teacher-focused programs. Most of these programs ultimately fail to change teacher behavior. Next, using survey data from 20,000 teachers across nine developing countries, we discuss teacher beliefs about their role, their effort, and their students’ learning. We uncover four insights. First, teachers exhibit fixed mindsets on the learning potential of disadvantaged students. For instance, nearly 43 percent of teachers believe that “there is little they can do to help a student learn” if parents are uneducated. Second, in most countries, more teachers believe that students deserve additional attention if they are performing well than if they are lagging behind. This suggests that teachers may be reinforcing rather than compensating for baseline gaps in student levels. Third, there is some normalization of absenteeism—nearly one in four teachers believe it is acceptable to be absent if students are left with work to do. Finally, teacher support for pay-for-performance varies widely across countries.