Understanding Of Teachers Research Articles

Conceptualizing foreign language teachers’ translanguaging practices: a meta-ethnography of qualitative literature

ABSTRACT The concept of translanguaging is increasingly prevalent in the field of foreign language teaching, generating efforts to understand how foreign language teachers use translanguaging and introduce its benefits in the classroom. However, current understandings of teachers’ uses of translanguaging do not yet sufficiently reflect its complexity. Moreover, an integrated model that helps bridge the gap between theory and practice has not been proposed, a criticism often raised by skeptics of translanguaging. To address the need for an increased understanding of translanguaging practices, a meta-ethnographic synthesis of 17 translanguaging studies on teacher-student interactions in foreign language environments was conducted. A synthesis of 96 contextualized excerpts from the studies resulted in a four-layered model, comprising resources, methods, functions, and identity and culture as well as nine components of these layers, which are explained with examples. Findings and discussion are centered on how the model promotes a multifaceted understanding of pedagogical translanguaging and its potential to guide teachers in their translanguaging practices. The model may provide an analytical tool for an in-depth understanding of translanguaging and serve as a searchable directory of related terms for those seeking to explore the notion of translanguaging.

Peningkatan Pemahaman Guru Sekolah Indonesia Davao tentang Proyek Penguatan Profil Pelajar Pancasila Melalui Pendampingan Pembelajaran Terstruktur

This community service aims to increase the understanding of Indonesian Davao School Teachers (SID) in the Philippines regarding the Strengthening Pancasila Student Profile Project (P5). Through an In House Training approach based on structured learning, this activity succeeded in increasing teachers' understanding of P5 implementation. The mentoring activities were attended by 20 teachers at SID from elementary, junior and senior high school levels. The results of the mentoring show that there is an increase in teacher understanding regarding the implementation of P5 in the Kurikulum Merdeka. This is shown by the increase in the results of the teacher pre-test and post-test at SID amounting to 25.33 with an n-gain of 0.39 in the medium category. This activity also identified the need for more specific and focused training to support the optimization of the implementation of the Kurikulum Merdeka. As a follow-up, this service will be directed at developing advanced training modules and providing project-based assessment assistance. In addition, collaboration with various parties will be strengthened to ensure program sustainability and improve the quality of learning that is more inclusive and meaningful. This activity is a strategic step in supporting the transformation of Indonesian school education abroad.

The Chemistry Teacher Activities on The Training of Project Based Learning Teaching Materials Digitalisation

This activity is the second year of community service which is a continuation of training activities and making digital teaching materials to support project-based learning (PjBL) in sekolah penggerak for chemistry teachers in Padang city. This second year of community service activities has the theme of training to digitise project-based learning teaching materials developed at the Chemistry Musyawarah Guru Mata Pelajaran (MGMP) in Padang city. This activity aims to provide direction to Padang city chemistry teachers in implementing digital teaching materials. This community service was carried out in the lecture building of FMIPA Universitas Negeri Padang on 9 August, 16 August, and 23 August 2024. The implementation methods carried out in this community service activity are: (1) conducting a needs analysis, knowing the situation of teachers towards the implementation of PjBL-based learning through questionnaires distributed, (2) delivering material to community service participants related to PjBL and an overview of teaching materials that have been designed using the PjBL learning model explained by the speaker, then (3) delivery of materials and discussions related to differentiated learning with the PJBl learning model, and (4) delivering material related to the digitalisation of project-based teaching materials or PjBL using liveworksheet. The results of the service activities carried out can provide motivation, provide experience, and understanding for Padang city chemistry teachers regarding the digitalisation of project-based learning teaching materials so that chemistry teachers in Padang city can prepare digital chemistry teaching materials, especially with liveworksheets using the PjBL model that can assist learning activities so that learning can run effectively and efficiently in accordance with the demands of the curriculum and the times.

Phenomenographic Analysis of School Principals’ Understandings of Teachers’ Idiosyncratic Deals

Purpose: Idiosyncratic deals (i-deals) is a concept that describes agreements between an employer or its representative and individual employees on personalized arrangements that benefit both the employee and the organization. The aim of this study is to determine how many different ways school principals understand the i-deals they make with teachers. Method: Data were collected through semi-structured interviews with sixteen school principals who were diversified in terms of the sector (public/private), school level, and gender. This study was conceived in the tradition of phenomenography within the framework of qualitative methodology. Phenomenography is a research method that aims to reveal how many different ways a group of participants experience and understand a particular phenomenon. Findings: Results indicate that participants understood these agreements in five different ways: (A1) An acceptable practice to motivate teachers if it does not lead to certain problems. (A2) A practice I would not prefer to the systems I use for problematic issues in my school. (A3) In some cases, it is a practice that teachers deserve. (A4) Although it carries some risks, it is still a necessary practice to increase motivation and remove obstacles to performance, and (A5) A necessary practice to benefit from teachers with key skills. Consistent with the logic of phenomenographic design, these understandings were ordered hierarchically based on the extent to which one understanding encompasses the other. Implications for Research and Practice: Informing all stakeholders of i-deals —particularly the founders who set employment policies in their private schools and all teachers who are sometimes opponents of i-deals granted to their colleagues— about the importance and function of i-deals and the benefits they can provide to school effectiveness will help school principals in their efforts to implement these personalized arrangements.

English Language Teaching Problems in Nepal: Teachers’ Perspectives

This paper, using the narrative inquiry method, explores English language teachers' perspectives on English Language Teaching (ELT) problems in Nepal. For this purpose, four English language instructors from four community schools located in the Rupandehi area were purposively chosen. The data were collected using semi structured interviews, and the analysis of the data was made using thematic analysis. The findings show that the mixed ability classrooms, unprepared and over-loaded teachers with low payment, poor infrastructure and resource limitations and lack of implementation of the education policy were the major challenges teachers face in ELT practices. The study implies that it can contribute to a better understanding of English teachers’ teaching problems in Nepal to minimize problems and enhance a better learning environment.

Conceptual understanding and cognitive patterns construction for physical education teaching based on deep learning algorithms

To improve students’ understanding of physical education teaching concepts and help teachers analyze students’ cognitive patterns, the study proposes an association learning-based method for understanding physical education teaching concepts using deep learning algorithms, which extracts image features related to teaching concepts using convolutional neural networks. Moreover, a neurocognitive diagnostic model based on hypergraph convolution is constructed to mine the data of students’ long-term learning sequences and identify students’ cognitive outcomes. The findings revealed that the highest accuracy of the association graph convolutional neural network was 0.84 when the number of training samples was 90,000. In each of the three datasets, the cognitive diagnostic model’s accuracy was 0.76, 0.77, and 0.75, respectively. The use of the association graph convolutional neural network model resulted in an increase of 29% in the mastery of students in the concepts and knowledge of sports. The predictive accuracy of the cognitive schema diagnostic model ranged from 0.6 to 1.0 with a mean value of 0.81. The study reveals that the model proposed in the study has high accuracy and stability in predicting cognitive patterns, which can better identify students’ cognitive states and provide strong support for instructional guidance and personalized learning.

Some Comply While Some Defy: Elementary Teachers' Responses to Leadership Mandates on Reading Comprehension Instruction.

We report the qualitative findings from a survey of elementary teachers regarding reading instruction. The purpose is to extend on quantitative findings in a previously described survey to gain a more in-depth understanding of Australian elementary teachers' approaches to the literacy block in their schools: how this is used, who makes instructional decisions, and how teachers respond to these. A web-based survey was used to collect data from Australian elementary teachers about their perspectives regarding reading comprehension instruction. Of the 284 respondents, 182 (64.1%) provided free-text comments in response to open-ended questions. Responses were coded and analyzed for themes. Responses were categorized into three broad themes. The first theme concerned the level of satisfaction with how literacy block time was used. The second theme pertained to the locus of decisions about the use of the literacy block time, and the third theme concerned the ways in which teachers responded to decisions made by "leadership": compliance or defiance. There are many different ways that the literacy block is structured and used across Australian elementary schools, and participants indicated an overall sense that they perceive that their literacy block is effective for students. There is, however, evidence of tension between teachers and decision makers when the teachers' pedagogical position does not align with the locally prescribed instructional approach. In these cases, teachers report choosing to either defy or comply with the mandated approach. Although formal decisions about how this block is to be used are made by school leaders, teachers make individual decisions about the degree to which they comply with those. Departures from these mandates, regardless of their rationales, have significant implications for data monitoring and interpretation at the school level.

Implementation of the Kurikulum Merdeka Through the P5 Program in Islamic Religious Education Learning at SMP Tahfidz Assyifa Al Islami Parung

This study aims to describe and analyze the implementation, challenges, and solutions in applying the Kurikulum Merdeka through the P5 program in Islamic Religious Education (PAI) learning. The research was conducted at SMP Tahfidz Assyifa Al Islami Parung using a qualitative approach and field research methodology. Data collection techniques included interviews, documentation, and observation, with data validity tested through triangulation of methods and sources. Data analysis involved data collection, reduction, presentation, and conclusion drawing. The findings reveal that the implementation of the Kurikulum Merdeka through the P5 program in PAI learning began in the fourth week of July in the 2024 academic year, focusing on entrepreneurship for seventh-grade students and democracy for eighth-grade students. However, challenges were identified, including limited teacher understanding and training regarding the P5 program, insufficient supervision from project coordinators, and inadequate module support, as the materials were primarily downloaded from the internet.

A UTILIZAÇÃO DOS RECURSOS TECNOLÓGICOS COMO FERRAMENTA DE AVALIAÇÃO: OLHARES DE COMO OS APLICATIVOS PODEM AJUDAR O PROCESSO AVALIATIVO DO ENSINO DE CIÊNCIAS, ESTUDO REALIZADO NA ESCOLA PROFESSORA TEREZA SIQUEIRA TUPINAMBÁ, MANAUS-AM/BR, NO PERÍODO DE 2023-2024

This work is a research that aimed to investigate how the use of educational applications contribute to improve the performance in the evaluations of students in the 9th grade of elementary school at the teacher Tereza Siqueira Tupinambá school Manaus-AM/Brazil. To reach the questions previously evidenced by the researcher, this investigation had the following specific objectives: To investigate the different concepts and thoughts that permeate the understanding of teachers and their pedagogical practices about the evaluation of student learning, to conceptualize the evaluation, characterizing some approaches that are inserted in the teaching/learning process, and to point out how the use of educational applications, as well as innovative methodologies enable the teacher to have a better evaluation tool. The type of research carried out was exploratory, descriptive and had a qualitative and quantitative focus, the professors who teach the discipline of science and 120 students from the 9th grade participated in the research. The descriptors that support this research were authors with renowned research that deal with the historicity of the teacher training process, as well as the evaluation process and system, and authors who investigate the advancement in the educational technological process. Data collection took place between 2023 and 2024. The results found refer to a broad discussion with the aim of improving the operational aspects for the good development of the teaching work in the perspective of offering the population a quality education based on the use of computerized educational tools.

Psychology of Learning Theory (Behavioristic, Constructivist, Humanistic) in Science Learning: A Systematic Literature Review

In the education system, the application of various learning psychology theories has become the main guideline in forming effective learning strategies. This study aims to review previous studies on the application of Behavioristic, Constructivist, and Humanistic theories in science learning in order to understand the implications of each theory and the potential for integrating the three theories in increasing the effectiveness of science learning. This study is a Systematic literature review (SLR) study with a descriptive analysis approach. The data in this study came from articles that discussed the application of Behavioristic, Constructivist, and Humanistic theories in science learning. Of the 109 articles obtained through Google Search, Google Scholar, and Research Gate, it was concluded that 21 articles met the research criteria. The results of the study showed that only 21 journals discussed according to the criteria of this study, including 11 journals indexed by Sinta. The results of previous studies have made a real contribution to making decisions regarding the implementation of science learning in terms of learning psychology. The success of implementing science learning using the three theories of learning psychology in this study depends on the understanding of teachers as learners, the learning approaches used, learning models, and understanding of students' learning styles.

Efektivitas Penerapan Media Poster dalam Pembelajaran di Sekolah: Studi Literatur

Posters are one of the excellent media for conveying information visually that is easy to understand. This study uses a descriptive literature study approach to analyze the application of poster media in learning, by collecting and reviewing relevant scientific articles. The results of the analysis show that posters are effective in improving the understanding of the material, especially through simplifying complex information into a simpler visual form to be understood. This study found that poster media has great potential to support learning success. However, its effectiveness is highly dependent on the quality of the poster design, the teacher's understanding in designing posters that are in accordance with learning objectives, and the visual characteristics of students. This study contributes that poster media has great potential to support learning success, but its success depends on design factors and the teacher's ability to integrate it into the learning process.

Fire kroppsøvingslærerstudenters utdanningsreise fra nyslått student til utdannet lærer

There is not much research on what types of knowledge, including professional knowledge, physical education (PE) and Sports teacher students develop during a three-year bachelor study. Using a longitudinal design, this article focuses on how four students’ perspectives on teaching and learning develop through their three years of education, and on what types of knowledge they gain. To understand, explain and interpret our findings, we rely on Aristotle's (2013) concepts episteme, techne and phronesis. Our two main findings are; 1) that the four students move from having a sport-based understanding of PE, towards a more professional understanding of the subject, and 2) that they move from an understanding of the teacher’s role that focuses on the discipline, towards an understanding of the PE teacher as a facilitator for learning. Through an understanding of phronesis as practical wisdom, where the wise act on the basis of careful deliberations, we can say that the students in our study make use of the knowledge forms techne and episteme on their way towards developing a more phronetic based understanding of the subject.

Teacher Competency Improvement: Training and Assistance in Mapping Learning Outcomes, Learning Objectives, Flow of Learning Objectives for the Merdeka Curriculum

The quality of teaching in elementary schools is a crucial factor that influences the early development of students. Training and mentoring for elementary school teachers are expected to strengthen teacher capacity in terms of mapping learning outcomes, learning objectives, and learning objective flows. Community service activities are carried out using the Participatory Action Research (PAR) method. The stages of activities that will be carried out by the community service program team are as follows: (1) giving an initial test (pre-test); (2) implementing offline community service; (3) online mentoring; (4) evaluation and reflection; and (5) giving a final test (post-test). The pre-test score with 20 participants obtained an average of 51.75, while the post-test score obtained an average of 90, so that the N-Gain score was 0.79. This value represents an interpretation of a high improvement category. Overall, this community service activity was able to improve the knowledge and understanding of elementary school teachers in Prabumulih City in mapping CP, TP, and ATP in accordance with the independent curriculum.

Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review Across Program Types

Given the growing multilingual student population worldwide, many countries/regions have implemented content-based instruction (CBI) programs that include content-area classrooms where language learning takes place during content learning. Scholars have suggested that more attention needs to be given to how teachers teach language in content-area classrooms and that research findings across program contexts should speak to/build on each other. This systematic review draws on sociolinguistic theories to synthesize 199 studies from 2012 –2022 about teacher understandings and practices regarding content-language integration across CBI programs worldwide, including content and language integrated learning (CLIL), English medium of instruction (EMI), immersion or dual language bilingual education (DLBE), and English as a second/additional language (ESL/EAL). Studies described uneven understandings of the content-language relationship and indicated a variety of content-language integration practices (e.g., teaching disciplinary literacy, encouraging discussion, translanguaging, writing language objectives, using visuals, and collaborating between content and language teachers). However, researchers reported challenges including lack of training, time, and curricular guidance. Based on these findings, we offer directions for research and educator preparation/professional learning to help teachers implement content-language integrated practices that support multilingual learners in developing deep content and language learning in content-area classrooms across contexts.

WORKSHOP PENGEMBANGAN ASESMEN NUMERASI BERBASIS HIERARCHICALCONTENT DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SDN 2 DAREK LOMBOK TENGAH

Numeracy is an important component in mathematics learning today, especially in the Independent Curriculum. Numeracy abilities include a person's knowledge and skills in using basic mathematical concepts in order to solve appropriate contextual problems. Based on the investigation, it is known that SDN 2 Darek still has a red report card (not yet achieved) in the numeracy domain. The teachers at SDN 2 Darek are still in the learning process in implementing differentiated learning, especially in mathematics learning. Teachers have not been able to develop a numeracy evaluation instrument that can provide an initial picture of student abilities and student learning needs. Based on the analysis of situations and problems, the aim of this service is to provide understanding and improve teachers' skills in compiling appropriate numeracy test instruments to detect students' initial difficulties and abilities by holding a hierarchical content-based assessment development workshop in the independent curriculum for elementary school students. The workshop material provided to SDN 2 Darek teachers includes the following things, namely: 1) assessment concepts in the independent curriculum, 2) numeracy assessments and their follow-up, 3) preparation of numeracy assessments based on hierarchical content. The stages in this workshop activity are starting from the preliminary study (coordination stage), preparation stage, implementation stage and evaluation and reporting stage. This workshop activity was carried out at SDN 2 Darek Central Lombok on August 21 2024. Based on the results of the pre-test and post-test, there was an increase in the understanding of the workshop participant teachers regarding the concept of assessment in the Merdeka curriculum and based on the results of the participants' responses to the workshop activities carried out, the average teacher gave positive responses.

O MODELO DE COMPLIANCE NA PREVENÇÃO DA SAÚDE MENTAL NAS UNIVERSIDADES BRASILEIRAS

The pandemic that began in early 2020 in Brazil brought change to workers. There was an overlap of personal and professional tasks and caused physical and mental illness, as reported by several studies. Telework has the possibility of continuing to be the work model for some professions, such as teaching. A compliance model is proposed for Higher Education Institutions – HEIs and the objective is to collect the opinion of higher education professors in Brazil, in the public and private networks, to verify the importance of this preventive model of illness. The follow-up would be offered free of charge by the employing HEI and the hypothesis is that the teacher understands that it would improve his quality of life, his performance as a professional and the HEI should reap fruits with the mitigation of dissatisfaction on the part of students and teachers, with a view to the well-being of professionals and the sustainability of the image and financial order.

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

AbstractTeachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers' knowledge of writing skills and development. To overcome issues of current elicitation materials which employ researcher generated questioning and decontextualized testing formats, we utilized an innovative instrument (The Early Writing Knowledge Assessment: EWKA) to elicit teachers' knowledge and beliefs from three authentic, contextualized child writing samples reflecting distinct, developmental writing skills. Teachers reflected on each sample and responses were coded using a two‐step process and an a priori set of codes derived from established early writing theories. Results indicated that generally, teachers' early writing knowledge aligned with research‐based conceptualizations, however, wide variation existed in the language used. Patterns existed in the components and subcomponents emphasized depending on the developmental skills demonstrated in the sample. Study findings highlight the wide variability, including inaccuracies, of teachers' early writing knowledge and the inconsistent language used to describe writing development used in the field, both of which have implications for research and practice. Implications for the field, including the potential use of the EWKA to better understand the workforce and for use in professional learning are further discussed.

Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities

ABSTRACT Ongoing performativity agendas are narrowing the scope of teachers’ curriculum decision-making, challenging notions of curriculum as a process dependent on teachers’ professional judgement. As such, curriculum is positioned as a product, and teachers’ curriculum work merely as a routine, standardized practice. In this paper, we explore Australian early career primary teachers’ curriculum-making experiences within this educational landscape, focusing on their reported accounts from professional experience placements as preservice teachers and their first year of classroom teaching. A longitudinal multiple case study design is adopted, collecting data from semi-structured interviews with participants across two research phases between 2021 and 2022. Drawing on Bourdieuian thinking tools of field, habitus and doxa, we outline a continuum of early career teachers’ curriculum-making experiences and highlight specific contextual conditions within schools that shape these teachers’ experiences and their development of curriculum-making capabilities. We argue that attention should be placed on enabling school contexts that promote teachers’ engagement in process-oriented forms of curriculum-making. In so doing, strengthening teachers’ own positioning and aspirations as curriculum-makers, not deliverers, and empowering them to re-claim their expertise in curriculum. Further research is needed that deepens understanding of the contextual conditions shaping early career teachers’ curriculum identities and capabilities.

Empowering Learner Autonomy: EFL Teachers' Perspectives and Classroom Dynamics

In the last thirty years, learner autonomy (LA) has become a pivotal notion in language teaching, profoundly transforming instructional methodologies (Benson, 2011). The shift from behaviourist techniques, such as audiolingualism, to communicative methods has emphasised the importance of students taking responsibility for their learning. The viewpoints of educators, especially in public education, remain little examined, despite extensive research highlighting the advantages of Learning Analytics for language acquisition and lifetime learning. This paper examines the learning strategies utilised by English as a Foreign Language (EFL) professors in Moroccan institutions to foster language acquisition and their viewpoints on the matter. This study utilises both qualitative and quantitative methodologies. The data were collected via semi-structured interviews and classroom observations done with a purposive sample of Moroccan EFL instructors. The interviews examined the obstacles instructors encounter in fostering autonomy, the importance they attribute to learner autonomy, and their understanding of learner autonomy. Classroom observations clarified the practical application of LA techniques, enabling a study that links teachers' views with their teaching methods. The study aims to provide enhancements for pedagogical methods and to elucidate how classroom dynamics influence the advancement of LA. The findings enhance the understanding of teachers' responsibilities in promoting autonomy, therefore addressing a gap in the research about teacher perspectives in language education.

Penerapan Outdoor Mathematics Aktivity bagi Guru SD di KKG Gugus 1 Kecamatan Sirenja Kabupaten Donggala

Purpose: The aim of community service activities in 2023 is to help elementary school teachers in KKG Gugus 1 Sirenja sub-district Donggala district in implementing outdoor mathematics activities with elementary school students for measurement material. Methodology: This activity takes the form of teacher training with implementation methods including: (1) lecture/presentation, (2) question and answer, and (3) group work. The props used for this activity were measuring tape, rope, LKPD, and objects outside the classroom. After the activity, the teachers filled out a questionnaire to assess the achievements of the activities conducted by the Mathematics Education Study Program service team from the Mathematics and Natural Sciences Education Department at FKIP Tadulako University. Results: Based on discussions during the activity and the results of the questionnaire, information was obtained that all activity participants had never applied mathematics learning outside the classroom. The material presented provided a good understanding of the Outdoor Mathematics Activity, and the results of the activity helped teachers in carrying out activities outside the classroom. Limitations: The study may be limited by the participants' prior lack of experience with outdoor mathematics activities, and the short duration of the training may not provide a comprehensive understanding of the implementation. Contribution: This community service activity contributes to enhancing the understanding and skills of elementary school teachers in implementing outdoor mathematics activities, thereby potentially improving student engagement and learning outcomes in mathematics.