Teacher Workshops Research Articles

The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners.

Information and communication technology devices availability and utilization in the implementation of government curriculum in Nigerian senior secondary schools

This study investigated the extent of availability and utilization of information communication technology (ICT) devices in the implementation of Government Curriculum in Nigerian senior secondary schools. A descriptive survey research design was adopted in the study. The population of the study comprised all the (99) Government teachers in the forty-seven (47) secondary schools in the zone. Total enumeration sampling technique was used to sample all the 99 Government teachers used for the study. A Checklist on Available ICT Devices (CAICTD) and structured Questionnaire on Extent, Bottlenecks and Strategies for Improving Effective Utilization of ICT Devices (QEBSUICTD), were used for gathering data for this study. Percentage, mean, t-test and ANOVA were in the data analysis. The findings among others revealed low availability and utilization of ICT devices in senior secondary schools in Obollo-Afor Education Zone. The study recommended among others that the governments through relevant agencies should procure more ICT devices and organize ICT seminars and workshops for teachers to help them appreciate the need to utilize ICT devices in the implementation of Government curriculum.

Intaka Workshop: Innovative Experience

Objective: This academic article aims to provide knowledge of the experience that has been had in the execution of a training workshop for teachers of tax schools in Ecuador, all within the framework of the project “Educational Innovation: taptana pedagogical proposal and the value of solidarity". Theoretical framework: This work is based on the research of Vásquez (2020), which indicates that Taptana seeks the recognition of identity, interdisciplinary knowledge, and the value of solidarity. Method: The methodology used in this article is based on the principles of John Dewey, recognized for his pragmatic and experimental approach to education. The fundamental basis of this methodology is critical reflection and direct experience. Results and Discussion: During the development of the workshop, teachers had the opportunity to participate in practices with the use of ICT, group discussions and reflections, inquiring about the use of Taptana in a real context in the classroom. They expressed greater confidence in their ability to carry out educational activities that promote respect for cultural diversity. Research implications: This work contributes in a practical way to the training of students in an interdisciplinary manner using ancestral knowledge, because it can be applied in other areas of knowledge such as Social Sciences, Arts, Natural Sciences and Language and Literature. Originality/Value: This order of ideas, which ultimately turns out to be an integrative and innovative experience in training, incorporating practice with the promotion of essential values ​​for a just and inclusive society. The conclusions highlight the importance of continuing to develop similar initiatives to advance the improvement of the quality of education in Ecuador and the world.

Leveraging Generative Artificial Intelligence to Broaden Participation in Computer Science

Generative Artificial Intelligence (AI) was incorporated into a competitive programming event that targeted undergraduate students, including those with little programming experience. The competition incorporated a range of challenge design approaches that promoted meaningful interaction with generative AI system, even while keeping the challenge difficulty level to an appropriate level. An analysis of survey responses and competition data showed that this format lowered barriers to participation, successfully engaged students throughout the competition, and increased the likelihood that they would participate in a similar event. In an extension of this work, a professional development workshop for high school teachers is being developed, along with a contest for high school students. Participant surveys and logs of interaction with the contest and generative AI systems will be analyzed to measure the effect of generative AI on student self-efficacy and suggest ways to integrate generative AI instruction into computer science curriculum.

Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers

The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.

Perspectives on Practice: Counter-Storytelling with Front Desk: Critical Literature Circles in the Elementary Classroom

Grounded in counter-storytelling and AsianCrit, this essay describes the authors’ experience hosting a teacher workshop on facilitating critical literature circles with elementary students.

Increasing Teachers' Ability in Applying Outing Class-Based Contextual Learning Models Through Workshops for Teachers of SD Negeri Bendo Kapanewon Samigaluh Teachers for the 2022/2023 Academic Year

The aim of this research is to improve teachers' ability to use an outing class-based contextual learning model and to improve the ability of school principals to manage workshops using an outing class-based contextual learning model. This type of research is school action research carried out in two cycles. Each cycle is carried out in two meetings, with a time allocation of 4x35 minutes for each meeting. Each meeting has four main activities, namely 1) planning, 2) implementation, 3) observation, and 4) reflection. In cycle I the researcher presented material on the nature of learning models, the preparation of learning steps. Cycle II carried out the preparation of learning implementation plans and teaching practices. There were 8 participants involved, consisting of 6 class teachers and 2 subject teachers. The research results showed that in cycle I, the participants' ability to use the outing class-based contextual learning model increased. At the 1st meeting it reached 72.32%; the 2nd meeting reached 83.93%. Meanwhile, the results of cycle II for the 1st meeting reached 88.84%, the results for the 2nd meeting reached 94.20%. The results of the principal's ability to manage the workshop were obtained in the first cycle for the 1st meeting reaching 84.92%, for the 2nd meeting reaching 86.22%. The results in cycle II of the 1st meeting reached 87.40%; and the 2nd meeting reached 90.28%. So it can be said that the ability of teachers to use the contextual learning model based on outing classes and the ability of school principals to manage workshops using the contextual learning model based on outing classes have increased significantly.

EXAMINING PHYSICS TEACHERS’ DOMAIN-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE COMPONENTS IN LESOTHO SECONDARY SCHOOLS

Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified teachers’ domain-specific PCK is often overlooked. The purpose of this study was to measure quantitatively the domain-specific PCK of qualified physics teachers focusing on the five PCK components: content knowledge, pedagogical knowledge, assessment knowledge, knowledge of students and curricular knowledge. Data were collected through the paper-and pencil PCK test that was responded to by 87 Physics teachers teaching the last two years of secondary school. Data were analyzed using the Extended Rasch Model and descriptive statistics. The results revealed that Physics teachers have a low PCK in general and low levels of PCK components, the lowest being content knowledge. The study recommends regular refresher workshops for qualified teachers focused on developing different PCK components, with more emphasis on content knowledge. Keywords: pedagogical content knowledge, physics teachers, domain-specific PCK, PCK components

The Experiences of Non-PE Teachers in Teaching First Aid and Emergency Response: A Phenomenological Study

This phenomenological study aimed to explore and understand the experiences of non- PE teacher in teaching First Aid and Emergency Response in District I Asuncion, Davao Del Norte. The participants’ experiences, coping mechanisms, and insights were gathered. The theory and the idea of the study were gleamed through the Skills Acquisition Theory of Fitts and Posner (1967), Pedagogical Content Knowledge (PCK) by Shulman (1987), and Experiential Learning Theory by Kolb (1970). Out of the fourteen (14) participants who participated in this study, seven (7) non-PE teachers underwent in- depth interviews (IDI), and another seven (7) for focus group discussion (FGD); (7) participants of them participated virtually through Zoom application while the other (7) participants underwent to a face-to-face interview. They selected to purposive sampling technique. As to the experiences of the non-PE teachers, the following themes emerged: experiencing lack of resources; inadequacy of training opportunities; giving value to learning first aid and emergency response; having struggles in teaching due to insufficient knowledge and skills; provision of practical knowledge and personal growth; having lack of confidence and uncertainty in teaching first aid; and having students who actively participating. To address the issues and challenges, the non-PE teachers mentioned the following: application of experiential learning in practical knowledge skills education; collaboration with people in first aid and emergency response; being optimistic and enthusiastic; sustaining creative adaptation and comprehensive readiness; and utilizing online resources for knowledge enhancement. They also cited insights they could share with others through the themes that emerged; provisions of support, training, and seminar- workshop for non-PE teachers; integration of practical application in real scenarios; continuous professional development in first aid and emergency response; and practice of being calm in emergency response. The results are deemed essential to non–PE teachers, students, the Department of Education, School Administrators, and other stakeholders to give awareness and create best practices that would provide great help in delivering quality teaching of First Aid and Emergency Response, training techniques that would motivate and encourage the non- PE teachers.

EFL GRADUATE STUDENTS’ VOICES ON THEIR TECHNOLOGY-INTEGRATED CLASSROOM LANGUAGE TASKS

This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented.

Efforts to Enhance Education About Gender-Based Violence: A Teacher Workshop and Toolkit

Efforts to Enhance Education About Gender-Based Violence: A Teacher Workshop and Toolkit

President’s Column: How Members Can Help Improve the Industry’s Public Image

Editor’s Note: This is a summary of the April episode of the President’s podcast. We encourage you to listen to the episode to hear the full conversation. In this podcast episode, I am joined by Paige McCown, senior manager of communication and energy education, to discuss the importance of how SPE engages with external stakeholders to help improve the industry’s public image, particularly through programs like energy4me. I start the episode by emphasizing how the industry’s public image is a critical concern for our future, and it’s a common question among members about what SPE can do to help. Although environmental scrutiny of the industry has always been present, it has become more pronounced with the increased focus on climate change and emissions. The energy industry has made many positive impacts across the world, from providing energy for almost everything we do to producing everyday products and conveniences. I also believe that the industry is best positioned to solve today’s energy challenges. However, two main problems related to our public image hinder our ability to meet these challenges: our ability to attract the best talent, and our ability to attract investments in technology and innovation. The discussion turns to ways to change public perception. I review some of the topics discussed at the Presidents Panel that I participated in at IPTC 2024. These include how engaging students at a young age and making them aware of the benefits of the industry helps change the narrative at an early age. Also, it is important to engage teachers, guidance counselors, and communities in promoting our positive aspects. The conversation moves to how SPE is equipping its members to engage in these efforts. I highlight SPE’s energy4me program which provides an exploration and production curriculum and hands-on activities to teach the science behind the industry. To accompany the program, SPE worked with DK Publishing to publish the Oil and Natural Gas book, available in nine languages, which helps convey the importance of the industry and provides talking points for members to use in their communities. SPE deploys the program through workshops at key events, virtual workshops, and the Energy4me Ambassador program. Sections and chapters across the globe are active in this program, so in 2022 SPE created the Corporate Ambassador program. Companies like ExxonMobil, EOG Resources, and Aramco Americas participated in the program. The program can help some companies meet their corporate responsibility and community outreach goals. I also spend time discussing how local sections and chapters are using the program in their communities. We highlight various initiatives including STEM education programs, workshops for teachers and guidance counselors, and outreach events like Family Science Day. The Calgary section YPs organize an annual Family Science Day, aimed at educating students about oil and gas and putting on fun experiments.

A Nonrandomized Pilot Implementation Trial of the CLASS PAL (Physically Active Learning) Project

ABSTRACT Purpose To determine the a) implementation of CLASS PAL (Physically Active Learning), b) implementation process of CLASS PAL, and c) influence of the inner setting (i.e., school) and individuals (teachers and pupils) on the implementation of CLASS PAL. Methods CLASS PAL is a co-produced movement integration (MI) intervention that includes a professional development workshop for teachers and bespoke teaching resources. This study was a nonrandomized pragmatic pilot implementation trial using a mixed-methods design. Ten year-5 teachers and 232 pupils from seven state-funded UK primary schools participated. Data were collected over one academic year via mixed methods at multiple levels (school and individual) and timepoints. All qualitative data were analyzed using a priori thematic analyses, and quantitative data were summarized using descriptive statistics. Results Implementation: Teacher-reported MI activities were delivered on average 2 d·wk−1 (and once per day). The most frequently delivered activities were movement breaks (2.8 d·wk−1) and physically active routines (2.4 d·wk−1), with the majority lasting <5 min. One hundred percent of attendees rated both the professional development workshop and practical content of the workshop as “quite useful/very useful;” however, the resources on the website were only utilized by 30% of teachers. Implementation process: Teachers primarily amended personal resources, with only 5% of deliveries supported by resources from the CLASS PAL website/workshop. Inner setting/individuals: Teachers reported barriers including classroom misbehavior, curriculum pressures, and access to resources. Facilitators to MI included the intervention workshop and senior school leadership support. Conclusion Teachers receiving a low touch professional development and resource program reported regular implementation of MI. A key implementation strategy was teacher-level decisions. In relation to the influence of the inner setting/individuals, a range of factors which operated at pupil, school, and teacher levels were identified. Further work is required to understand how best to support MI implementation.

Guided Discovery Teacher Training Online

This paper presents our experience with online teacher workshops led by the guided discovery method. It gives concrete examples of the different activities we have tried in 2020-2021. The article also specifies the minimum necessary technical equipment of the workplace for online learning and the necessary organizational support. We did not conduct any statistical research on the effectiveness of our work during the online learning process, so here are quotes from teachers from the feedback we collected from each workshop.

Nexus between Personal Factors and Practice of Self-Medication among Primary School Teachers in Oyo State, Nigeria

The purpose of this study was to examine the nexus between personal factors and the practice of self-medication among primary school teachers in Oyo State. Five hundred participants constituted the study’s sample out of which only 476 were used after data administration. Both the independent and dependent variables were measured with validated instruments with 0.85 reliability co-efficient and the data obtained was analyzed using the Pearson Product Moment Correlation (PPMC) Statistical method. Two research hypotheses were formulated and tested at a 0.05 level of significance. The result showed that there was a significant relationship between poverty and the practice of self-medication among primary school teachers (r= .823; p<0.05) as well as between illiteracy and the practice of self-medication among primary school teachers (r= .643; p<0.05). The implication of this showed that poverty and illiteracy level had significant impacts on the practice of self-medication among primary school teachers. In view of these findings, it was recommended that educational stakeholders should frequently organize seminars and workshops for primary school teachers, especially in rural areas on the dangers of self-medication.

School Head’s Professional Identity, Emotional Intelligence and Perfectionism: Three-Tier Factors to Advance Pedagogical Leadership

This study is focused on the school head’s professional identity, emotional intelligence, and perfectionism as three tier factors to advance pedagogical leadership. The study employed the quantitative descriptive methodology, combining descriptive and multiple linear regression analysis. The researchers-made online survey instrument, via a google form. Responses from 132 school heads were analyzed using descriptive statistics such as mean, and standard deviation. Multiple linear regression analysis was employed to determine the significant relationships of the variables. The results reveal that professional identity has a positive relationship with pedagogical leadership. Contradicting result is the emotional intelligence which has a negative relationship with pedagogical leadership. Lastly, perfectionism has a positive relationship with pedagogical leadership. It is concluded that a school head’s professional identity, emotional intelligence and perfectionism significantly predict pedagogical leadership. Hence, the department (DepEd) may conduct series of training and workshops for teachers as a capacity building to equip them with knowledge and competencies to handle the numerous challenges in the delivery of quality, relevant, inclusive, and liberating education to the Filipino learners. Further, during Gender and Development programs one activity to consider is the training in emotional development among teachers and school heads.

Structural modeling of Chinese students’ academic achievement identity and basic psychological needs: do academic self-efficacy, and mindfulness play a mediating role?

BackgroundMindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among college students.ObjectivesThe primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy.MethodThe research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 college students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software.FindingsThe research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among college students in the specified academic year.ConclusionsThe findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among college students.

The implementation of differentiated learning in ELT: Indonesian teachers’ readiness

In responding to the curriculum change in Indonesia to the Merdeka (Freedom) curriculum, the teaching and learning process should emphasize differentiated learning, including English Language Teaching (ELT). Despite the fact the teachers must implement it in their class, little research has examined the teachers’ readiness and its affecting factors in implementing differentiated learning. This study aims to address this gap by exploring teachers’ readiness in applying it and the factors affecting their readiness, by administering questionnaires and interviewing sixty public-school teachers of senior high schools who enrolled in the Subject Teacher Deliberation (STD) of English, in Central Java, Indonesia. The findings indicated that teachers were not ready in implementing content and process differentiation in ELT, but they just needed some improvements. Additionally, teachers had been ready in applying product and learning environment differentiation, but they still need a little enhancement. The factors affecting their readiness included insufficient training opportunities, limited time for planning and designing learning activities, difference of students’ readiness in learning English, and the large number of students in each class. Furthermore, the study recommends that the Indonesian government should provide additional training and workshops for teachers, establish a clear and consistent guideline for differentiated learning, and facilitating collaboration and communication among teachers to share their best practice.

The Reality of Classroom Teachers' Practice of Creative Thinking Skills from Their Perspective in Ma'an Governorate

The study examines the reality of classroom teachers' practice of creative thinking skills from their perspective in Ma'an Governorate. The study aimed to understand how teachers apply creative thinking and whether they use teaching strategies that enhance the development of these skills in students. The study was conducted on a random sample of 150 female teachers from schools in Ma'an Governorate. Statistical analysis was performed using the SPSS program, and the questions were analyzed through it. The results indicated that classroom teachers' practice of creative thinking skills in Ma'an Governorate was high. Authenticity skill ranked first, followed by flexibility, and finally, fluency. The results also showed no statistically significant differences attributed to variables such as experience, academic qualification, and the number of training courses. The study concluded with recommendations, including providing training and workshops for classroom teachers to develop creative thinking skills, encouraging collaboration among teachers to exchange ideas and experiences, and using technology in classrooms to enhance creative thinking.

Frameworks and Challenges for Implementing Machine Learning Curriculum in Secondary Education

Artificial Intelligence (AI) and, more specifically, Machine Learning (ML) methodologies have successfully tailored commercial applications for decades. However, the recent profound success of large language models like ChatGPT and the enormous subsequent funding from governments and investors have positioned ML to emerge as a paradigm-shifting technology across numerous domains in the coming years. To cultivate a competent workforce and prepare students for success in this new AI-focused evolving world, the integration of ML is proposed to begin in compulsory education rather than in college courses or expensive boot camps. Unfortunately, ML is a complex and intimidating topic for high school teachers to engage with, let alone high school students. Based on our experiences hosting Machine Learning for High School Teachers (ML4HST) workshops for teachers teaching ML topics at our institution, we present in this paper various considerations for educating educators on the topic of ML. In particular, we discuss (a) overarching pedagogic strategies, (b) accessibility of resources such as computational hardware and datasets, (c) balancing theory and implementation, (d) appropriate selection of topics and activities for fostering understanding and engagement, and perhaps most importantly, (e) a compilation of pitfalls to avoid. Synthesizing these insights, we propose a framework for successfully empowering educators to introduce ML in the classroom.