Teaching Experience Research Articles

Teacher authorship as critical self‐reflection and engagement in authentic student writing

AbstractHow can our students' authentic, every day social interactions provide us with opportunities to critically self‐reflect and examine our practices as educators? In the summer of 2011, a book character, ‘Shawn Trenell’, was born, based upon characteristics of former students from my early teaching experiences, and I began recounting personal lessons gained following my first year of teaching. These reflections led to journaling and then to unexpected authorship. This paper is (1) an analysis of my critical self‐reflective process as a former elementary educator and (2) the analysis of my two‐book series, including the character development, each book's story plot and their associated moral/themes. Through this self‐study inquiry, my aim is to emphasise the importance of teachers critically examining their own practice and to highlight the process of incorporating relevant experiences (to both students and teachers) into story form to serve as models for engaging readers, writers and preservice (PSTs) in authentic and meaningful ways.

“I Had No Other Choice but to Resign”: an in-depth investigation into the reasons behind EFL teachers’ attrition in language institutes

Teacher attrition is a pervasive issue that affects educational systems globally, contributing to significant challenges in maintaining a stable and experienced teaching workforce. While existing research has explored teacher attrition in various educational contexts, there is a scarcity of studies with in-depth qualitative phases specifically focusing on teacher attrition within language institutes, particularly in English as a Foreign Language (EFL) setting. Therefore, this study employs a mixed-methods approach to explore the factors contributing to attrition among Iranian EFL teachers in language institutes. The qualitative phase involved conducting focus group discussions with five groups of eight Iranian EFL teachers who voluntarily resigned from language institutes and transitioned to freelancing. Additionally, written narrative accounts were collected from each participant to capture their opinions and experiences. Thematic analysis of the qualitative data revealed four main and broad categories of reasons for teacher attrition: financial issues, work environment and support, curriculum and assessment, and challenges in online teaching and learning. In the quantitative phase, a ranking scale was administered to the participants to assess the perceived significance of these identified reasons. Finally, the gathered information was categorized based on the teachers’ years of teaching experience. The study’s findings shed light on the intricate interplay between individual and contextual factors in EFL teachers' decisions to leave language institutes. These findings have implications for EFL teachers, language institute administrators, and policymakers and provide valuable insights for enhancing working conditions and policies within language institutes.

Examining Trends in Iowa Career Development Event Participation

The purpose of this study was to assess trends and potential barriers to participation within career development event (CDE) competitions hosted throughout Iowa over the course of eight years. Target data was collected following the Knowledge Discovery in Databases (KDD) procedure outlined by Fayyad, et al. (1996). The population included data representing 241 Iowa FFA chapters and examined factors such as mileage to competition sites, each school district’s free and reduced lunch rates, the number of teachers within the program, years of teaching experience, and much more. FFA chapters were then ranked based on participation levels based on the eight years of participation data collected. Among the top 15 most engaged chapters within various CDE competitions, they tended to have lower mileage needed to travel to events throughout the year, more teachers serving within their agricultural education programs, larger school sizes, and lower free and reduced lunch rates than the 15 least engaged chapters, revealing the potential for barriers to participating in CDE and LDE events within Iowa. Future professional practice needs might include providing resources for teachers, specifically those in single-teacher programs, with assistance in finding or leveraging potential community partners or funding resources. The research also revealed the need for additional areas of inquiry for future research, including the examination of student motivational factors, participation levels based on hosting events from school as opposed to non-school days, and examining if there are differences in the management modalities or coaching practices between top and bottom engaged chapters.

Exploring K-12 Physical Education Teachers’ Acceptance and Use of Online Learning: A Theoretical Approach

ABSTRACT Teaching physical education online is a radically different enterprise than standard face-to-face instruction. Despite a general resistance from the field toward online learning, rapid integration of digital instruction within K-12 education will likely require teachers across all subject areas to develop knowledge skills related to effective online teaching. Understanding PE teachers’ perceptions and the factors influencing their adoption of online teaching modalities is crucial for evolving teacher preparation programs and supporting professionals in integrating online learning effectively. Therefore, this study explored K-12 PE teachers’ acceptance and use of online learning using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A total of 137 PE teachers from California participated in this study. Data were collected through a survey adapted from the UTAUT. The survey also included open-ended questions for qualitative insights. Data analysis involved multiple linear regression and ANOVA to identify significant predictors of PE teachers’ behavioral intention to use online learning. Key findings indicated Performance Expectancy, Effort Expectancy, and Attitude Towards Technology significantly influenced PE teachers’ acceptance and use of online learning and teaching experience was a significant moderating factor. Qualitative responses highlighted challenges such as navigating school policies, lack of support, and student engagement issues. Applying the UTAUT offered theory-informed insights into factors that facilitated or hindered PE teachers’ adoption of online learning in PE. Findings underscore the need for targeted professional development, robust support systems, and clear guidelines to enhance PE teachers’ online teaching effectiveness.

Learning Outputs for Peer Teachers in Undergraduate Medical Education

Abstract Peer teaching is a commonly employed educational approach in medical education, providing valuable learning opportunities for both peer teachers and learners. While it is known to enhance subject knowledge for those in teaching roles, what broader learning outcomes can be achieved and the conditions enabling these outcomes remain less understood. Hence, our aim was to explore the learning outcomes experienced by peer teachers in undergraduate medical education, as well as to identify the prerequisites that facilitate these outcomes. Whereas most studies on peer teaching have focused on outcomes from evaluations of individual, newly implemented programs, this study examines peer teaching experiences from a variety of programs and contexts. To achieve a broader dataset, peer teachers (n=34) at four Scandinavian medical schools were recruited to participate in focus groups discussing their experience with peer teaching and what they had learned. Transcripts were analyzed using reflexive thematic analysis. The results demonstrate that peer teachers developed an understanding of the teacher’s role as facilitators of learning, recognized the limits of their own knowledge, learned to adapt their teaching to meet learners’ needs, and recognized the importance of psychological safety for learning. These learning outputs were facilitated by accessible and attractive teaching opportunities, a sense of responsibility and agency, sufficient preparation, and access to support during the teaching process. Overall, being a peer teacher helps medical students gain competencies that are useful in their future careers. Program leaders should design peer teaching opportunities that facilitate peer teachers’ learning.

Learning to teach by teaching your peers: exploring students’ needs for training in the undergraduate medical education curriculum

BackgroundDifferent forms of peer teaching are commonly used in medical curricula. Peer assisted learning (PAL) creates an opportunity for medical students to practice teaching and communication skills. However, more data is needed to identify how peer teachers undertake their teaching assignment and what support they need during medical school as well as to feel comfortable to teach as practicing physicians. Therefore, this study aimed to investigate medical students’ experiences of peer teaching with focus on what obstacles students meet, what support they lack, and how this support, according to students, should be designed.MethodsA qualitative interview study was performed, collecting data through semi-structured focus groups and individual interviews with peer teachers (PTs) and peer learners (PLs). Data was analyzed with thematic analysis.ResultsThe qualitative thematic analysis was based on the research questions and resulted in six themes: becoming a PT or not; experiences of received support during peer teaching; experiences of teaching– developing as a teacher; experiences of teaching– finding support for the teaching role; including PAL as part of the curriculum– desired structure; and including PAL as part of the curriculum– desired content and teaching modalities.ConclusionThis study supports the idea that, in addition to enhanced subject specific knowledge, PTs can develop qualities useful for the educational assignment of medical doctors. More importantly, we add novel knowledge by showing that there is often insufficient formal training in the medical undergraduate curriculum for students to be sufficiently prepared for this task. To reach learning outcomes in teaching and communication, students want a training program to include a theoretical base and to learn by contextualized practical experiences with feedback. Inclusion of mandatory peer teaching in the medical curriculum should consider timing, the subject area that is taught and proper training for the peer teachers.

What influences ChatGPT’s adoption and diffusion in Chinese higher education? A study based on Technology-Organization-Environment framework

ABSTRACT Artificial intelligence technologies represented by ChatGPT are developing rapidly and sparking controversies in fields such as education. To gain insight into the factors influencing the adoption and diffusion of ChatGPT in Chinese higher education, we utilize the Technology-Organization-Environment framework as our theoretical perspective. We surveyed 440 teachers from six higher education institutions to explore the factors that affect the spread of ChatGPT in higher education. Using a questionnaire, we investigated a range of factors across the technology, organization, and environment dimensions that influence the diffusion of ChatGPT in higher education. By employing statistical tests and AMOS 26.0 software, we analyzed how technical, organizational, and environmental variables impact teachers’ willingness to adopt ChatGPT. Our findings reveal that policies and regulations, teachers’ needs, campus guidance atmosphere, security considerations, technical advantages, management support, and organizational readiness significantly shape ChatGPT’s adoption. However, factors like professional training and compatibility hold limited influence. Additionally, gender and teaching experience did not exhibit significant difference in ChatGPT adoption among teachers, whereas their educational and disciplinary backgrounds did influence their attitudes. Based on these findings, we propose recommendations for policymakers, educational institutions, and AI tools developers to foster a more conducive environment for the integration of AI technologies in teaching and learning.

How Educators' Self-Construal Shapes Teacher Training: Navigating from Autism Awareness to Stigma.

This study examined how self-construal, a key aspect of cultural structure, influences teacher training to improve autism awareness and reduce stigma. It explored autism awareness, self-construal, and stigma levels among potential educators, as well as the relationships between these factors. The study also investigated the mediating role of self-construal in the link between autism awareness and stigma. The study included 1031 potential educators-individuals with no teaching experience with students with ASD but likely to work with them in the future. Participants were selected through purposeful sampling. Data were collected using a demographic form, Autism Awareness Scale, Self-Construal Scale, and Stigma Scale. The study found that both autonomous and relational self-construals significantly impacted autism awareness and stigma. These cultural factors influenced how potential educators perceive and respond to ASD. The analysis highlighted the mediating role of self-construal between autism awareness and stigma. The study concluded that self-construal, as a cultural element, plays a significant role in shaping potential educators' approaches to autism awareness and stigma reduction. It is recommended that teacher training programs incorporate cultural factors like self-construal to complement efforts in enhancing autism awareness and reducing stigma, ensuring that potential educators' cultural structures do not outweigh their professional qualifications in interactions with students with ASD.

Classroom Management for Learners with Emotional and Behavioral Needs in Inclusive Education

The impact of organized classroom management approaches on students with emotional and behavioral needs was investigated in an inclusive educational context. The participants, 70 Special Needs Teachers from public elementary schools in the Division of Zambales, mainly were female, aged 31 to 40, and had 1 to 3 years of teaching experience. They completed the master’s degree program course and served as Teachers I and II. The findings indicated that the implementation of effective classroom management strategies considerably enhanced the learning experiences and positive behaviors of students, thereby establishing a supportive environment for children with emotional and behavioral disturbances. Teachers recognized serious obstacles to the implementation of these programs, such as poor facilities and equipment, lack of proper teacher training, negative attitudes toward inclusive education, and a lack of parental involvement. Frequency and percentage distributions were employed to characterize the teacher-respondents according to age, gender, teaching experience, educational qualifications, and teaching position. Weighted means were used to determine teachers’ challenges regarding classroom management, resources, teacher training, attitudes toward inclusive education, and parental involvement. Weighted mean was also utilized to measure the influence of structured classroom management on students in terms of learning experience, positive behavior, and supportive climate. Paired t-test was used in finding out if differences existed with respect to problems experienced by the teachers in dealing with students of emotional and behavior difficulties based on their profiles. A paired t-test was used in investigating how the problems they encountered were correlated with the potency of systematic management approaches in treating the students. Depending on their profile characteristics, teachers are confronted with a broad spectrum of challenges. The research finding of a significant disparity between the reported effectiveness of classroom management strategies and the challenges they faced pointed towards possibilities for inclusive education reform.

A study of teacher quality in Bhutan: issues and challenges for initial teacher education and continuing professional development

ABSTRACT This article reports on a collaborative research project carried out by researchers, teacher educators and curriculum developers in the countries of Bhutan and the UK to investigate country-relevant issues related to quality teaching and teacher education in Bhutan. A survey, first conducted in Australia, was carried out with 64 teachers in Bhutan from primary and secondary schools with teaching experience ranging from less than a year to 20+ years. Key findings indicate that there are issues to explore around the current quality of provision in preparing teachers for teaching multilingual and multicultural learners and supporting students with special education needs or disabilities. In addition, the findings indicate that there may be some differences in the quality of teacher education experienced by primary and secondary school teachers. Finally, the findings suggest that, once in the profession, teachers perceived their effectiveness improves due in part to current CPD initiatives in Bhutan and to strong support within schools.

Business management teachers’ teaching expectancy beliefs about curriculum implementation: application of expectancy-value theory

Teachers’ expectancy beliefs are strong predictors of successful curriculum implementation. Drawing from the expectancy-value theory (EVT) of achievement motivation, this study assessed teaching expectancy beliefs in curriculum implementation among Business Management teachers (BMTs). A quantitative research design involved 125 BMTs from 89 senior high schools (SHS) in the Western Region of Ghana. The data gathered was processed via SPSS version 27.0 and analysed using frequency, percentage, independent samples t-test, One-way ANOVA and multivariate linear regression. This study revealed that BMTs have high teaching expectancy beliefs about curriculum implementation. The BMTs demonstrated high teaching expectancy beliefs in instructional strategies (EIS), classroom management (ECM), and student engagement (ESE) regarding curriculum implementation. Teachers’ gender was significantly related to teaching expectancy beliefs in curriculum implementation. Male BMTs had higher teaching expectancy beliefs in curriculum implementation than female BMTs. There was no statistically significant difference in BMTs’ teaching expectancy beliefs regarding curriculum implementation based on age, qualification, and teaching experience. The theoretical and practical implications of the research findings are also discussed.

My DNA is on fire: Exploring the complex Intersections of Identity, trauma, and global conflict in social work education

ABSTRACT The social work profession is grounded in principles of social justice, emphasizing the recognition and addressing of inequalities. Social work pedagogy has increasingly focused on anti-racist and anti-oppressive frameworks to confront historical injustices within the field. Despite their value to social work, when these frameworks are applied as singular or fixed ideological constructs, they may limit the inclusion of diverse perspectives in educational settings resulting in failure to address antisemitism. A recent example highlighting these limitations is the October 7, 2023 hamas attack and the impact of the Israel-Hamas war on social work education. The surge in antisemitism following these events reveals a gap in how anti-racist and anti-oppressive frameworks address the complexities and nuances of global conflicts. These frameworks, while essential, may not fully capture or contextualize issues like antisemitism that arise from international crises, suggesting the need for more adaptable and inclusive approaches to teaching social work. This study examines the experiences of social work educators, focusing on the professional challenges and personal toll of rising antisemitism following the events of October 7. It explores how these educators navigate hardships in their workplaces and classrooms, particularly as they intersect with anti-racist and anti-oppressive frameworks. By analyzing how they manage such struggles, the study offers valuable insights to enhance support for social work educators. Based on qualitative methods, this study was conducted using semi-structured interviews with 23 social work instructors who identify as Jewish or are closely aligned with Jewish communities. The interviews, comprising 22 primarily open-ended questions, covered aspects of teaching, professional life, and personal experiences post-October 7. Thematic analysis was used to identify core themes from the interview responses. The current study sheds light on how participants navigate social work education and their professional identity amid rising antisemitism. Key to managing these challenges are leadership support and strong collegial relationships, which help them discuss sensitive topics and reduce fear. Yet, personal struggles and insufficient institutional support often exacerbate their experiences of antisemitism. This study highlights the critical importance of understanding and addressing the intersections of personal identity, historical trauma, and global conflict within social work education. The experiences shared by Jewish educators and those with affinity to Israel post-October 7 reveal how personal and generational traumas deeply impact professional responsibilities and relationships. The study calls for a shift in focus from political discourse to personal struggles, emphasizing the need for social work curricula to embrace complex understandings of global issues beyond the traditional anti-racist and anti-oppressive frameworks. Institutions can better support educators and students by fostering a safe and inclusive learning environment while addressing antisemitism with the same rigor as other forms of discrimination.

From teaching experience. XVI. Mineral associations: contiguity, paragenesis, parasteresis. Celebrating the 260th anniversary of the birth of V. M. Severgin

From teaching experience. XVI. Mineral associations: contiguity, paragenesis, parasteresis. Celebrating the 260th anniversary of the birth of V. M. Severgin

Enhancing learning engagement through experiential teaching: a study of piano education among Chinese older adult learners

ABSTRACT This study explores the impact of experiential teaching methods on the learning engagement of older adult piano learners in China, guided by Self-Determination Theory (SDT). The research examines how fostering autonomy, competence, and relatedness through experiential learning can enhance motivation and participation among older adult students. The study included 20 participants from Shandong University of the Elderly. Participants were interviewed twice in this study. Interviews conducted before and after the experiential sessions revealed significant improvements in learners’ sense of autonomy, confidence in their abilities, and feelings of social connectedness. The findings suggest that experiential teaching offers a powerful approach to address the unique educational needs of older adults, particularly in enhancing their engagement and satisfaction with the learning process. However, the study also highlights the challenges of implementing these methods, including the need for customization to accommodate diverse abilities and cultural contexts. Future research is recommended to explore the long-term effects of experiential learning on older adult education, the integration of technology into these methods, and their application across various educational domains. These insights contribute to the development of more effective and inclusive lifelong learning strategies for the older adult population in China and beyond.

Student or Teacher? Teacher Agency, Values, and Shifting Identities in a Peer Teaching Experience

Student or Teacher? Teacher Agency, Values, and Shifting Identities in a Peer Teaching Experience

Narrative Inquiry in Language Teaching and Learning Research (Second Edition)

Within the diverse range of methodological choices available to researchers, especially those who find their research orientation leaning towards the qualitative research paradigm, narrative inquiry has emerged as a significant yet understated focus for 21st-century applied linguists, undergraduate students, and postgraduate scholars working on their investigations into language teaching and learning experience. This seemingly new methodological development in applied linguistics has drawn its inspiration primarily from sociological and psychological literature (Barkhuizen, Benson, & Chik, 2014) and thanks to the inspiring work of Connelly and Clandinin (1990) and has eventually transitioned into many other domains, including social sciences and humanities (Connelly & Clandinin, 1990; Lieblich, Tuval-Mashiach, and Zilber, 1998; Pinnegar & Daynes, 2007; Riessman & Speedy, 2007; Webster & Mertova, 2007), even though narrative inquiry has been practiced before (Clandinin & Rosiek, 2007). With the increasing scholarly contributions and published empirical research, narrative inquiry has evolved into a vital and multifaceted methodology that, while rooted in sociological and psychological foundations, has gained widespread recognition across various disciplines, particularly in applied linguistics, as an optimal investigative route for exploring lived experience of language teaching and learning.

Digital educational escape game design for STEM higher education

In higher education, lecturers experience difficulties motivating their students. Within the scope of this project, learning outcomes are intended to be enhanced by an innovative teaching and learning method: digital educational escape games. Exploring the design of digital escape games as a modern and constructivist approach to enhance teaching and learning in STEM (science, technology, engineering, mathematics) higher education, this paper outlines evidence-based research based on semi-structured expert interviews and qualitative content analysis. Experts’ insights into these thematic areas provide valuable perspectives on how digital escape games can effectively contribute to the teaching and learning experience in STEM disciplines. The results show expert opinions regarding key didactic aspects like the integration of educational content and learning processes into game design. It was found that the didactic and educational aspects of a game are inextricably linked and cannot be separated. In order to create an effective educational game, it is essential to establish the learning objective as the foundation for the game’s narrative. In addition to the consensus on the integration of didactics and games, there were also aspects on which educators and learners held opposing views. Hence, controversially discussed game design elements need to be subject of further research.

Bridging Theory and Practice: The Role of Experiential Learning and Mentorship in Enhancing the Transition from University to High-School Teaching for Pre-Service English Teachers

This study investigates the transition of pre-service English teachers from university to high-school teaching, focusing on the challenges of applying theoretical knowledge in practical classroom settings. The research highlights how the integration of experiential learning and mentorship can effectively bridge the gap between theory and practice. Through a qualitative analysis of pre-service teachers in the Mekong Delta region of south-western Vietnam, this study identifies key challenges such as classroom management, student engagement, and the implementation of student-centred teaching methods. It also explores the transformative impact of hands-on teaching experiences and mentor guidance on the professional development of these teachers. The findings suggest that incorporating more experiential learning opportunities and structured mentorship into teacher-education programs can significantly improve pre-service teachers' preparedness for high-school teaching. This study underscores the need for educational reforms that emphasize practical training, alongside theoretical instruction, to enhance the effectiveness of teacher education.

Motivational Techniques for Key Stage 2 Learners

This study explored the motivational techniques of Key Stage 2 (KS2) teachers and their impact on academic performance among KS2 learners in eleven elementary schools and one integrated school in Naawan District, Division of Misamis Oriental, during the School Year 2024-2025. It focused on intrinsic and extrinsic motivational techniques and their effects on academic performance, involving seventy (70) KS2 teachers. The study used a descriptive-correlational research design and purposive sampling, utilizing a questionnaire from Perez and Pulana (2022). Significant findings showed that most respondents were 41-50 years old, predominantly female, married, holding a Teacher I position, with 6-10 years of teaching experience, had gained Master's units, and were handling Grade 4 classes. Intrinsic motivational techniques included valuing tasks for competence, appreciating creativity, raising engagement for achievement, encouraging self-discipline for attitude, and positive reinforcement for physiological factors. Extrinsic techniques included highlighting efforts and progress for rewards, giving a voice for power, enforcing discipline for fear, improving teamwork for competition, and unlocking difficulties for enjoyment. The impact of these techniques on academic achievement was very high. Plantilla position, creativity, and power were key predictors of the impact on academic performance. The study concluded that professional development programs should enhance KS2 teachers' skills in using motivational techniques effectively and recommended implementing the designed action plan.

Unveiling the Lived Experiences of Teachers Assigned in Last-Mile Schools: A Phenomenology of Unqualified Compassion and Sacrifice

The purpose of this study was to find out the lived experiences, coping mechanisms, and insights of teachers assigned in last-mile schools in the Municipality of Kiamba. The study utilized a qualitative research design using phenomenological approach with 5 female married teachers chosen through purposive sampling. The results of the interview were transcribed, translated and coded to produce themes. As regards to their teaching experiences in last-mile schools: laborious workload, far and uneasy road, unenviable circumstances, language barriers, and distant from home were the challenges encountered by the teachers. To cope with these identified challenges, they found solution for every problem, that is, making prayer as their best weapon, focusing with a positive outlook, and employed collaboration. With these, they extended help to IP learners, a blessing in disguise, stopped complaining, made a difference, performed job religiously, and savor time and enjoy as their insights. Teaching in the last-mile schools required immense commitment and passion, and has been a challenge and opportunity to transform a community and transfer effective learning to students.