Search results for: first year teachers

Authors: Noha Desouky Aly, Maged Makram Habib

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Given the imperative role educational institutions have in the creation of a motivational learning community that develops and engages their students, the influence of evoking the same environment for their teachers needs to be examined. Teachers and their role lie at the core of the efficiency of the learning experience. One exigent aspect in the process of providing professional development to teachers is to involve them in this process, and the best manner would be through creating a learning community in which they are directly engaged and responsible for their own learning. An educational institution that thinks first of its teachers learning and growth would achieve its goals in providing an effective education for its students. The purpose of this research paper is to examine the effect of engaging teachers in a learning community in which they are responsible for their own learning through conducting and providing the material required for the training on their self efficacy, engagement, and perceived autonomy. The sample includes twenty instructors at the German University in Cairo teaching Academic skills at the Department of English and Scientific Methods. The courses taught at the department include Academic skills, writing argumentative essays, critical thinking, communication and presentation skills, and research paper writing. Procedures for the duration of eight weeks will entail pre-post measures to include The Teachers Self Efficacy Scale and an interview. During the weekly departmental meeting, teachers are to share resources and experiences or research and present a topic of their choice that contributes to their professional development. Results are yet to be found.

Keywords: learning community, self- efficacy, teachers, learning experience

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Authors: Olusola Joseph Adesina, Sunmaila Oyetunji Raimi, Olufemi Akinloye Bolaji, Abiodun Ezekiel Adesina

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The quality of education and the standard of a nation cannot rise above the quality of the teacher (NPE, 2004). Efforts at improving the falling standard of education in the country call for the need-based assessment of the primary tier of education in Nigeria. It was revealed that the teachers’ standard of performance and pupils’ achievement was below average. Teachers’ cluster meeting intervention was therefore recommended as a step towards enhancing the teachers’ professional competency, efficient and effective proactive and interactive lesson presentation. The study thus determined the impact of the intervention on teachers’ professional performance (lesson note preparation and teaching performance) in Oyo State, Nigeria. The main and interaction effects of the gender of the teachers as moderator variable were also determined. Three null hypotheses guided the study. Pre-test, posttest control group quazi experimental design was adopted for the study. Three hundred intact classes from three hundred different schools were randomly selected into treatment and control groups. Two response instruments-Classroom Lesson Note Preparation Checklist (CLNPC; r = 0.89) Cluster Lesson Observation Checklist (CLOC; r = 0.86) were used for data collection. Mean, Standard deviation and Analysis of Covariance (ANCOVA) were used to analyse the collected data. The results showed that the teachers’ cluster meeting have significant impact on teachers’ lesson note preparation (F(1,295) = 31.607; p < 0.05; η2 = .097) and teaching performance (F(1,295) = 20.849; p < 0.05; η2 = .066) in the core subjects of primary schools in Oyo State, Nigeria. The study therefore recommended among others that teachers’ cluster meeting should be sustained for teachers’ professional development in the State.

Keywords: teachers’ cluster meeting, teacher lesson note preparation, teaching performance, teachers’ gender, primary schools in Oyo state

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Authors: Siti Aisyah binti Jumpaan

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21ˢᵗ century skills (PAK-21) integration has made its way into Malaysian curriculum when Ministry of Education introduce its implementation since 2016. This study was conducted to explore pre-service teachers’ readiness in integrating 21st century skills in the classroom via the digital storytelling (DST) method and to find gaps between theory and practice that can be integral towards pre-service teachers’ professional growth. Qualitative research method was used in this research involving six respondents who were selected using a purposive sampling method. Their response from interviews and lesson plan analysis were analysed using narrative analysis. The findings showed that pre-service teachers showed a moderate level of readiness in integrating 21st century skills using DST. Pre-service teachers demonstrated high level of preparedness in writing their lesson plan, but their interview revealed that they faced struggles in implementation due to several factors, such as lack of technology and failure to obtain students’ participation. This study further strengthens the need for specialised curriculum for pre-service teachers in teaching 21st century skills via DST.

Keywords: digital storytelling, 21ˢᵗ century skills, preservice teachers, teacher training

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Authors: N. Tal-Alon, O. Shapira-Lishchinsky

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Disability disclosure is one of the most complicated dilemmas that people with invisible disabilities face. There are only a few research studies that have focused on the difficulties and dilemmas of teachers who have different disabilities. In addition, there are currently no research studies focusing specifically on the different aspects of disability disclosure, which are unique to teachers. This research has, therefore, broadened the knowledge base and understanding of the dilemma of disability disclosure among teachers with invisible physical disabilities. In addition, it has shed light on the ways this issue is perceived by different groups: the perspective of school principals, the perspective of colleagues, and the perspective of teachers with physical disabilities themselves. The study sample included 12 teachers with invisible physical disabilities, 10 school principals who employ at least one teacher with an invisible physical disability, and 10 professional colleagues of at least one teacher with an invisible physical disability. This particular research study was conducted using a qualitative approach through the Narralizer computer program based on a series of in-depth interviews. The data analysis was carried out by grouping major points of interest into specific categories and sub-categories. The findings of this research suggest that teachers with disabilities struggle with the dilemma of whether or not to reveal their disability to the school staff and to their students. It was found that there were considerable differences between the issues that faculty members considered regarding this dilemma and the ones that teachers with disabilities considered. While the principals and professional colleagues focused solely on their own interests, the teachers with a disability emphasized more on the ways that they might have a positive influence on their students, as well as their own individual interests. In addition, school principals on a whole tended to view negatively the option of disclosing the disability to the students and were often critical towards teachers who concealed their disability from the school staff. The importance of this research is in its potential to influence policy decisions that can be implemented by the Ministry of Education regarding the support system for teachers with invisible physical disabilities.

Keywords: education, employment, invisible disabilities, teachers

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Authors: Tsai-Hsiu Lin

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Presentism is one of the orientations of teachers’ teaching culture. However, there are few researchers to explore it in Taiwan. The objective of this study is to establish an expert-based determination of the content of teachers’ presentism in Taiwan. The author reviewed the works of Jackson, Lortie, and Hargreaves and employed Hargreaves’ three forms of teachers’ presentism as a framework to design the questionnaire of this study. The questionnaire of teachers’ presentism comprised of 42 statements. A three-round web-based Delphi survey was proposed to 14 participants (two teacher educators, two educational administrators, three school principals, and seven schoolteachers), 13 participants (92.86%) completed the three-rounds of the study. The participants were invited to indicate the importance of each statement. The Delphi study used means and standard deviation to present information concerning the collective judgments of respondents. Finally, the author obtained consensual results for 67% (28/42). However, the outcome of this study could be the result of identifying a series of general statements rather than an in-depth exposition of the topic.

Keywords: Delphi Method, Teachers’ Presentism, Sociology of Teaching, Teaching Culture

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Authors: D. Shamatov

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Becoming a teacher is a journey with significant learning experiences. Exploring teachers’ lives and experiences can provide much-needed insights into the multiple realities of teaching. Teachers’ stories through qualitative narrative studies help understand and appreciate the complexities of the socio-political, economic and practical realities facing teachers. Events and experiences, both past and present, that take place at home, school, and in the broader social sphere help to shape these teachers’ lives and careers. Researchers and educators share the responsibility of listening to these teachers’ stories and life experiences and being sensitive to their voices in order to develop effective models for teacher development. A better understanding of how teachers learn to become teachers can help teacher educators prepare more effective teacher education programs. This paper is based on qualitative research which includes individual and focus group interviews, as well as auto-biography stories of Master of Science in School Leadership students at Graduate School of Education of Nazarbayev University. Twenty five MSc students from across Kazakhstan reflected on their professional journey and wrote their professional autobiographies as teachers. Their autobiographies capture the richness of their experiences and beliefs as a teacher, but also serve as window to understand broader socio-economic and political contexts where these teachers live and work. The study also provides an understanding of the systemic and socio-economic challenges of teachers in the context of post-Soviet Kazakhstan. It helps the reader better understand how wider societal forces interact and frame the development of teachers. The paper presents the findings from these stories of MSc students and offers some practical and policy implications for teacher preparation and teacher development.

Keywords: becoming a teacher, Kazakhstan, teacher stories, teacher development

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Authors: Caroline Labib

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This paper reports on a qualitative study exploring the approaches teachers used to integrate computers or smart tablets into their program planning. Their aim was to integrate ICT into children’s play, thereby supporting children’s learning and development. Data was collected in preschool settings in Melbourne in 2016. Interviews with teachers, observations of teacher interactions with children and copies of teachers’ planning and observation documents informed the study. The paper looks closely at findings from two early childhood settings and focuses on exploring the differing approaches two EC teachers have adopted when integrating iPad or computers into their settings. Data analysis revealed three key approaches which have been labelled: free digital play, guided digital play and teacher-led digital use. Importantly, teacher decisions were influenced by the interplay between the opportunities that the ICT tools offered, the teachers’ prior knowledge and experience about ICT and children’s learning needs and contexts. This paper is a snapshot of two early childhood settings, and further research will encompass data from six more early childhood settings in Victoria with the aim of exploring a wide range of motivating factors for early childhood teachers trying to integrate ICT into their programs.

Keywords: early childhood education (ECE), digital play, information and communication technologies (ICT), play, and teachers' interaction approaches

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Authors: Karen Koellner, Nanette Seago, Jennifer Jacobs, Helen Garnier

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Although studies of teacher professional development (PD) are prevalent, surprisingly most have only produced incremental shifts in teachers’ learning and their impact on students. There is a critical need to understand what teachers take up and use in their classroom practice after attending PD and why we often do not see greater changes in learning and practice. This paper is based on a mixed methods efficacy study of the Learning and Teaching Geometry (LTG) video-based mathematics professional development materials. The extent to which the materials produce a beneficial impact on teachers’ mathematics knowledge, classroom practices, and their students’ knowledge in the domain of geometry through a group-randomized experimental design are considered. Included is a close-up examination of a small group of teachers to better understand their interpretations of the workshops and their classroom uptake. The participants included 103 secondary mathematics teachers serving grades 6-12 from two US states in different regions. Randomization was conducted at the school level, with 23 schools and 49 teachers assigned to the treatment group and 18 schools and 54 teachers assigned to the comparison group. The case study examination included twelve treatment teachers. PD workshops for treatment teachers began in Summer 2016. Nine full days of professional development were offered to teachers, beginning with the one-week institute (Summer 2016) and four days of PD throughout the academic year. The same facilitator-led all of the workshops, after completing a facilitator preparation process that included a multi-faceted assessment of fidelity. The overall impact of the LTG PD program was assessed from multiple sources: two teacher content assessments, two PD embedded assessments, pre-post-post videotaped classroom observations, and student assessments. Additional data were collected from the case study teachers including additional videotaped classroom observations and interviews. Repeated measures ANOVA analyses were used to detect patterns of change in the treatment teachers’ content knowledge before and after completion of the LTG PD, relative to the comparison group. No significant effects were found across the two groups of teachers on the two teacher content assessments. Teachers were rated on the quality of their mathematics instruction captured in videotaped classroom observations using the Math in Common Observation Protocol. On average, teachers who attended the LTG PD intervention improved their ability to engage students in mathematical reasoning and to provide accurate, coherent, and well-justified mathematical content. In addition, the LTG PD intervention and instruction that engaged students in mathematical practices both positively and significantly predicted greater student knowledge gains. Teacher knowledge was not a significant predictor. Twelve treatment teachers self-selected to serve as case study teachers to provide additional videotapes in which they felt they were using something from the PD they learned and experienced. Project staff analyzed the videos, compared them to previous videos and interviewed the teachers regarding their uptake of the PD related to content knowledge, pedagogical knowledge and resources used. The full paper will include the case study of Ana to illustrate the factors involved in what teachers take up and use from participating in the LTG PD.

Keywords: geometry, mathematics professional development, pedagogical content knowledge, teacher learning

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Authors: Taik Kim

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Mathematics anxiety has an important consequence for teacher practices that influence students’ attitudes and achievement. Elementary prospective teachers have the highest levels of mathematics anxiety in comparison with other college majors. In his teaching practice, the researcher developed a highly successful teaching model to reduce pre-service teachers’ higher math anxiety and simultaneously to improve their pedagogical math content knowledge. There were eighty one participants from 2015 to 2018 who took the Mathematics for Elementary Teachers I and II. As the analysis data indicated, elementary prospective teachers’ math anxiety was greatly reduced with improving their math pedagogical knowledge. U.S encounters a critical shortage of well qualified educators. To solve the issue, it is essential to engage students in a long-term commitmentto shape better teachers, who will, in turn, produce k-12 school students that are better-prepared for college students. It is imperative that new instructional strategies are implemented to improve student learning and address declining interest, poor preparedness, a lack of diverse representation, and low persistence of students in mathematics. Many four year college students take math courses from the math department in the College of Arts& Science and then take methodology courses from the College of Education. Before taking pedagogy, many students struggle in learning mathematics and lose their confidence. Since the content course focus on college level math, instead of pre service teachers’ teaching area, per se elementary math, they do not have a chance to improve their teaching skills on topics which eventually they teach. The research, a joint appointment of math and math education, has been involved in teaching content and pedagogy. As the result indicated, participants were able to math content at the same time how to teach. In conclusion, the new initiative to use several teaching strategies was able not only to increase elementary prospective teachers’ mathematical skills and knowledge but also to improve their attitude toward mathematics. We need an innovative teaching strategy which implements evidence-based tactics in redesigning a education and math to improve pre service teachers’math skills and which can improve students’ attitude toward math and students’ logical and reasoning skills. Implementation of these best practices in the local school district is particularly important because K-8 teachers are not generally familiar with lab-based instruction. At the same time, local school teachers will learn a new way how to teach math. This study can be a vital teacher education model expanding throughout the State and nationwide. In summary, this study yields invaluable information how to improve teacher education in the elementary level and, eventually, how to enhance K-8 students’ math achievement.

Keywords: quality of education and improvement method, teacher education, innovative teaching and learning methodologies, math education

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Authors: Ahmed Ali Asadi, Julio R. Martinez-Alvarado, Claudia V. Camacho-Guevara, J. Jesus Cabrales-Ruvalcaba, Julieta Y. Islas-Limon, Bertha M. Viñas-Velazquez

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The transformation of education in Mexico incorporates human sexuality subjects in its study plans for elementary education level, leaving aside the training of teachers to educate on such topics. The objective of this study was to evaluate the curricular content domain related to human sexuality subjects of public elementary school teachers in Mexico. For this, a transversal descriptive-prospective study with a quantitative focus has been conducted. The population for this study consisted of 109 fifth and sixth-grade teachers from a school zone of the State Education System. It was found in the results that fifth-grade teachers got a low achievement level, sixth-grade teachers got a medium achievement level, while teachers who give classes on both grades obtained a high achievement level on domain of curricular subjects related to sexuality. Likewise, a relation of different variables with the participant’s achievement level is exposed.

Keywords: curricular content, evaluation, sexual education, teacher

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Authors: A. Pedro, T. Goldschmidt

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Socio-emotional development is considered to be an essential prerequisite for school readiness. To our best knowledge, research on socio-emotional development specifically from the views of teachers in the South African context is limited. This study explored preschool teachers’ understanding of the role that socio-emotional development plays in preparing the child for school. Using the social learning theory, a qualitative approach with an exploratory design was used for the study. A total of 12 preschool teachers from both community-based and school-based preschools were purposively recruited. Upon receiving ethics clearance from the University of the Western Cape and the Western Cape Education Department, semi-structured interviews were conducted and analysed by utilizing Braun and Clarke’s (2006) six phases of thematic analysis. Participants’ rights, anonymity, and confidentiality were upheld throughout the research process. Findings reveal that preschool teachers emphasise the importance of holistic development for school readiness. Teachers deemed socio-emotional development as absolutely crucial for preparing children for school as it eases the transition to formal schooling and adaptation to the classroom environment.

Keywords: early childhood, preschool teachers, school readiness, socio-emotional development

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Authors: Estephanie S. López Contreras, Vicente Aranda Palacios, Daniela Flores Silva, Felipe Oliveros Olivares, Romina Riquelme Escobedo, Iñaki Westerhout Usabiaga

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This research explored whether the context of online instruction has influenced the development of first-year English-teaching students' communication skills, being these speaking and listening. The theoretical basis finds its niche in the need to bridge the gap in knowledge about the Chilean online educational context and the development of English communicative skills. An interpretative paradigm and a phenomenological design were implemented in this study. Twenty- two first-year students and two teachers from an English teaching training program participated in the study. The students' ages ranged from 18 to 26 years of age, and the teachers' years of experience ranged from 5 to 13 years in the program. For data collection purposes, semi- structured interviews were applied to both students and teachers. Interview questions were based on the initial conceptualization of the central phenomenon. Observations, field notes, and focus groups with the students are also part of the data collection process. Data analysis considered two-cycle methods. The first included descriptive coding for field notes, initial coding for interviews, and creating a codebook. The second cycle included axial coding for both field notes and interviews. After data analysis, the findings show that students perceived online classes as instances in which active communication cannot always occur. In addition, changes made to the curricula as a consequence of the COVID-19 pandemic have affected students' speaking and listening skills.

Keywords: attitudes, communicative skills, EFL teaching training program, online instruction, and perceptions

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Authors: Anita Yus

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Several Elementary Schools (SD) ‘favored’ by parents, especially those live in big cities in Indonesia, implicitly demand each child enrolled in the first grade of SD to be able to read, write and calculate. This condition urges the parents to push the teachers in PAUD (Kindergarten) to train their children to read, write, and calculate so they have a set of knowledge. According to Piaget, each child is capable of acquiring knowledge when he is given the opportunity to interact with his environment (things, people, and atmosphere). Teachers can make the interaction occur. There are several learning approaches suitable for the characteristics and needs of child’s growth. This paper talks about a research result conducted to investigate how twelve teachers of early childhood program comprehend the constructivist theory of Piaget, and how they inquire, how the children acquire and construct a number of knowledge through occurred interactions. This is a qualitative research with an observation method followed up by a focus group discussion (FGD). The research result shows that there is a reciprocal interaction between the behaviors of teachers and children affected by the size of the classroom and learning source, teaching experiences, education background, teachers’ attitude and motivation, as well as the way the teachers interpret and support the children’s needs. The teachers involved in this research came up with varied perspective on how knowledge acquired by children at first and how they construct it. This research brings a new perspective in understanding children as scientists.

Keywords: constructivist approach, young children as a scientist, teacher practice, teacher education

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Authors: Joselito Castro Gutierrez, Herbert Orteza, Jervie Boligon, Kenneth Esteves, Edrick Kevin Ferrer, Mark Kevin Torres, Patrick Vergara

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Teaching is a noble profession that involves an effective imparting of holistic learning. Consequently, it requires a driving force called motivation. This research aims to determine the motivating factors, problems encountered, solutions made by experienced secondary school teachers to remain in the teaching profession. A mixed unstructured/structured questionnaire was used for gathering data among public secondary school teachers. The researchers have arrived to a conclusion that the dominant motivating factors of teachers to stay in the profession are altruism, extrinsic factors, and self-efficacy. Meanwhile, the prevalent problems these experienced secondary teachers experienced are mutual dilemma, work overload, and personal issues. Teachers have varied methods on solving the problem which are: a) Direct Solution; b) Indirect Solution; and c) Pseudo-Solutions. Lastly, the factors, problems, and solutions, have influential effects on how long a teacher would sustain in teaching which would manifest as positive, negative and neutral effects.

Keywords: motivation, common problems of teachers, strategies in solving problems, teaching profession

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Authors: Rizki Nor Amelia, Farida A. Setiawati

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This study aimed to: (1) describe the characteristics of teacher-made test instrument used to measure the ability of students’chemistry, and (2) identify the presence of the compability difficulty level set by teachers to difficulty level by empirical results. Based on these objectives, this study was a descriptive research. The analysis in this study used the Rasch model and Chi-square statistics. Analysis using Rasch Model was based on the response patterns of high school students to the teacher-made test instrument on chemistry subject Academic Year 2015/2016 in the Yogyakarta. The sample of this research were 358 students taken by cluster random sampling technique. The analysis showed that: (1) a teacher-made tests instrument has a medium on the mean difficulty level. This instrument is capable to measure the ability on the interval of -0,259 ≤ θ ≤ 0,659 logit. Maximum Test Information Function obtained at 18.187 on the ability +0,2 logit; (2) 100% items categorized either as easy or difficult by rasch model is match with the teachers’ judgment; while 37 items are categorized according to rasch model which 8.10% and 10.81% categorized as easy and difficult items respectively according to the teachers, the others are medium categorized. Overall, the distribution of the level of difficulty formulated by the teachers has the distinction (not match) to the level of difficulty based on the empirical results.

Keywords: chemistry, items parameter fitness, Rasch model, teacher-made test

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Authors: Susan Catapano, Meredith Jones, Carol McNulty

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Analysis of one state’s collaborative effort to support teachers, in both public and private schools, as they moved from face-to-face teaching to remote teaching during the Covid pandemic to identify lessons learned and materials put into place to support teachers and families. Surveys were created, distributed, and analyzed throughout the three months of remote teaching, documents and lesson plans were developed, and training materials were created. All data collected and materials developed were analyzed to identify supports teachers used and needed for successful remote teaching. Researchers found most teachers easily moved to online teaching; however, many families did not have access to technology, so teachers needed to develop non-technology-based access and support for remote teaching. Teachers also reported the need to prepare to teach remotely as part of their teaching training, so they were prepared in the future. Finally, data indicated teachers were able to establish stronger relationships with families than usual as a result of remote teaching. The lessons learned and support developed are part of the state’s ongoing policy for online teaching in the event of disasters and pandemics in the future.

Keywords: remote learning, teacher education, pandemic, families

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Authors: Julianne Mullen-Williams

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This paper will provide an overview of a three year mixed methods research project that explores if methods from the supervision of dramatherapy can augment the occupational psychology of newly qualified secondary school teachers. It will consider how creativity and the use of metaphor, as applied in the supervision of dramatherapists, can be translated to an educational context in order to explore the explicit / implicit dynamics between the teacher trainee/ newly qualified teacher and the organisation in order to support the super objective in training for teaching; how to ‘be a teacher.’ There is growing evidence that attrition rates among teachers are rising after only five years of service owing to too many national initiatives, an unmanageable curriculum and deteriorating student discipline. The fieldwork conducted entailed facilitating a reflective space for Newly Qualified Teachers from all subject areas, using methods from the supervision of dramatherapy, to explore the social and emotional aspects of teaching and learning with the ultimate aim of improving the occupational psychology of teachers. Clinical supervision is a formal process of professional support and learning which permits individual practitioners in frontline service jobs; counsellors, psychologists, dramatherapists, social workers and nurses to expand their knowledge and proficiency, take responsibility for their own practice, and improve client protection and safety of care in complex clinical situations. It is deemed integral to continued professional practice to safeguard vulnerable people and to reduce practitioner burnout. Dramatherapy supervision incorporates all of the above but utilises creative methods as a tool to gain insight and a deeper understanding of the situation. Creativity and the use of metaphor enable the supervisee to gain an aerial view of the situation they are exploring. The word metaphor in Greek means to ‘carry across’ indicating a transfer of meaning form one frame of reference to another. The supervision support was incorporated into each group’s induction training programme. The first year group attended fortnightly one hour sessions, the second group received two one hour sessions every term. The existing literature on the supervision and mentoring of secondary school teacher trainees calls for changes in pre-service teacher education and in the induction period. There is a particular emphasis on the need to include reflective and experiential learning, within training programmes and within the induction period, in order to help teachers manage the interpersonal dynamics and emotional impact within a high pressurised environment

Keywords: dramatherapy supervision, newly qualified secondary school teachers, professional development, teacher education

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Authors: Karim Karmi

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To keep pace with the requirements of globalization, a lot of universities across the globe have started teaching various academic subjects in English. In Tunisia, two higher education institutions have embarked on the experience of teaching in English instead of French. The aim of the present study was threefold. First, it sought to explore the stakeholders’ attitudes toward this shift. By stakeholders, we mean students and teachers. Second, it aimed at probing the challenges that might arise in the classroom. By challenges, we mean the linguistic and pedagogical difficulties that students and teachers might face. Third, the study investigated the reasons that led teachers and students to opt for English as a medium of instruction instead of French. The participants were 335 students and 14 teachers selected from two Tunisian universities teaching in English. Data was collected by means of questionnaires, interviews, and classroom observations. The findings showed that there is a positive attitude towards English, in contrast to French. In other words, both students and teachers are enjoying the experience, and they hope that English will officially become the medium of instruction in Tunisia. Students and teachers reported a number of linguistic and pedagogical challenges, and they mainly ascribed them to the abrupt transition from French to English. The vast majority of the respondents, be they students or teachers, opted for English as a medium of instruction to maximise their chances of getting a job abroad. It is also worth noting that most teachers stated that teaching through English helps them when it comes to publishing academic articles.

Keywords: attitudes, challenges, English as a medium of instruction, opportunities

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Authors: Bernardita Tornero

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Cognitive Acceleration in Mathematics Education (CAME) programmes have been used successfully for promoting the development of thinking skills in school students for the last 30 years. Given that the approach has had a tremendous impact on the thinking capabilities of participating students, this study explored the experience of using the programme with prospective primary teachers in Chile. Therefore, this study not only looked at the experience of prospective primary teachers during the CAME course as learners, but also examined how they perceived the approach from their perspective as future teachers, as well as how they could transfer the teaching strategies they observed to their future classrooms. Given the complexity of the phenomenon under study, this research used a mixed methods approach. For this reason, the impact that the CAME course had on prospective teachers’ thinking skills was not only approached by using a test that assessed the participants’ improvements in these skills, but their learning and teaching experiences were also recorded through qualitative research tools (learning journals, interviews and field notes). The main findings indicate that, at the end of the CAME course, prospective teachers not only demonstrated higher thinking levels, but also showed positive attitudinal changes towards teaching and learning in general, and towards mathematics in particular. The participants also had increased confidence in their ability to teach mathematics and to promote thinking skills in their students. In terms of the CAME methodology, prospective teachers not only found it novel and motivating, but also commented that dealing with the thinking skills topic during a university course was both unusual and very important for their professional development. This study also showed that, at the end of the CAME course, prospective teachers felt they had developed strategies that could be used in their classrooms in the future. In this context, the relevance of the study is not only that it described the impact and the positive results of the first experience of using a CAME approach with prospective teachers, but also that some of the conclusions have significant implications for the teaching of thinking skills and the training of primary school teachers.

Keywords: cognitive acceleration, formal reasoning, prospective teachers, initial teacher training

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Authors: D. M. W. Munasinghe

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This study focuses on how teachers view and use play to influence creativity in preschool children. Play is strongly featured in most of the discussions about creativity in young children. Hence, it was noted through direct observation that most preschool teachers are not concerned with promoting play to develop the child’s creativity. Therefore, this study attempts to investigate how the teachers use play, for the development of creativity in the preschool environment. The survey method was used as the research design and interviews, observations and document perusal were used as data collection methods. The sample consisted of 20 preschools from selected administrative divisions in the Colombo district. It was revealed that a majority of preschool teachers used folk games as a means of involving children in play. Teachers assume that this type of guided play will motivate the child learn new words, memorization and provide enjoyment. Eighty percent of the preschool teachers used the play equipment installed in the preschool premises to encourage children to get involved in activities calculated at promoting the physical development of the child. In 40% of the preschools visited it was noticed that when children were given their break they created their own forms of free play and enjoyed themselves thoroughly in the little time available to them. Also, about 20% of preschool teachers promoted imaginative play with their preschoolers. There was also the situation where the role of play was interpreted negatively by the teachers who assigned the children to copy letters and numerals during the time assigned for play. This has a negative impact on the child’s creativity. In conclusion, it was felt that the teachers do not make the best use of the opportunity available to use the child’s enthusiasm to stimulate creative actions his/her and that there is no suitable environment to develop creativity through play.

Keywords: creativity, preschool children, preschool environment, play method

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Authors: Kemal Izci, Ahmet Oguz Akturk

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Learning is dependent on cognitive and physical differences as well as other differences such as ethnicity, language, and culture. Furthermore, these differences also influence how students show their learning. Assessment is an integral part of learning and teaching process and is essential for effective instruction. In order to provide effective instruction, teachers need to provide equal assessment opportunities for all students to see their learning difficulties and use them to modify instruction to aid learning. Successful assessment practices are dependent upon the knowledge and value of teachers. Therefore, in order to use assessment to assess and support diverse students learning, preservice and inservice teachers should hold an appropriate understanding of equitable assessment. In order to prepare teachers to help them support diverse student learning, as a first step, this study aims to explore how preservice teachers’ understand equitable assessment. 105 preservice science teachers studying at teacher preparation program in a large university located at Eastern part of Turkey participated in the current study. A questionnaire, preservice teachers’ reflection papers and interviews served as data sources for this study. All collected data qualitatively analyzed to develop themes that illustrate preservice science teachers’ understanding of equitable assessment. Results of the study showed that preservice teachers mostly emphasized fairness including fairness in grading and fairness in asking questions not out of covered concepts for equitable assessment. However, most of preservice teachers do not show an understanding of equity for providing equal opportunities for all students to display their understanding of related content. For some preservice teachers providing different opportunities (providing extra time for non-native speaking students) for some students seems to be unfair for other students and therefore, these kinds of refinements do not need to be used. The results of the study illustrated that preservice science teachers mostly understand equitable assessment as fairness and less highlight the role of using equitable assessment to support all student learning, which is more important in order to improve students’ achievement of science. Therefore, we recommend that more opportunities should be provided for preservice teachers engage in a more broad understanding of equitable assessment and learn how to use equitable assessment practices to aid and support all students learning trough classroom assessment.

Keywords: science teaching, equitable assessment, assessment literacy, preservice science teachers

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Authors: Mohamad Nizam Asmuni, Ahmad Naszeri Salleh, Yunus Adam, Azhar Yaacob, Mohd Hafiz Rosli, Muhamad Nazrul Hakim Abdullah

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Physical Education teacher at the school should have good physical fitness to educate and guide students in the school. Currently, there are no standards for the level of physical fitness for teachers who teaches physical education at the school. Therefore, this research is to determine the level of physical fitness of teacher of Physical Education at Maktab Rendah Sains MARA (MRSM). A total of 28 samples (18 men and 10 women, age 33 ± 4.91), teachers of physical education at MRSM, were randomly selected to participate in this study. Height, weight, body fat percentage, body mass index (BMI) and other physical testing are measured and recorded. The results showed that the average of body mass index (BMI) for teachers of Physical Education is 25.9 ± 4:57. Body mass index (BMI) of teachers can be categorized as pre-obese based on World Health Organization (WHO) guidelines. Body fat percentage for male (age; 34.3 ± 5.13) and female (age; 30.9 ± 3.81) teachers is 24.7% ± 6.54 and 30.6% ± 6.28, respectively. Male teachers were categorized as overfat, however, female teachers were categorized as healthy based on body fat ranges for standard adults at NY Obesity Research Center. Bleep test results show that the average Bleep test is level 4 and shuttle 2; average VO2max was 27.5 ± 5.94 L/min. Physical fitness and performance of physical education teachers at MRSM is much lower compared to the rugby junior athlete in University Putra Malaysia (UPM). Therefore, physical fitness of teachers must be improved to ensure the physical education classes at MRSM could be done better.

Keywords: physical fitness, BMI, bleep test, obesity

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Authors: Ioannis Souris

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In this paper, we would like to present how we taught German through playwriting and analyze the usefulness of this method for teaching languages and cultivating a sense of political agency in students and teachers alike. Last academic year, we worked at the German Saturday School in Greenwich, London. This school offers Saturday German lessons to children whose parents are German, living in London. The lessons are two hours long, and the children’s level of German varies according to how often or how much German is spoken at home or how often the families visit Germany (as well as other factors which will be discussed in more detail in the paper). The directors of the school provide teachers with learning material and course books, but they strongly encourage individual input on lesson structure and methods of teaching German. The class we taught consisted of six eight-to-nine-year-olds. Midway into the academic year, we ran out of teaching material, and we, therefore, decided to write a play. In the paper, we would like to explore the process we followed in creating or writing this play and how this encouraged the children to collaborate and exercise their skills in writing, storytelling, speaking, and opinion-sharing. We want to examine the impact this project had on the children who wrote and performed the play, the wider community of the Saturday school, and the development of our language teaching practice. We found, for instance, that some students, who were quiet or shy, became very open and outspoken in the process of writing and performing the play. They took the initiative and led the process, putting us, their teachers, in the role of simple observers or facilitators. When we showed the play in front of the school, the other children and teachers, as audience members, also became part of the process as they commented on the plot, language, and characters and gave feedback on further development. In the paper, we will discuss how this teaching project fits into recent developments in the research of creativity and the teaching of languages and how engagement with creative approaches to teaching has the potential to question and subvert traditional notions of ‘lesson’, ‘teacher’, and ‘student’. From the moment a questioning of norms takes place, we inadvertently raise questions about politics, agency, and resistance. We will conclude the paper with a definition of what we mean by ‘political agency’ within the context of our teaching project and education, in general, and why inspiring creativity and imagination within teaching can be considered a political act. Finally, our aim in this paper will be to propose the possibility of analyzing teaching languages through creativity and political agency theories.

Keywords: innovation in language teaching and learning, language acquisition and learning, language curriculum development, language education

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Authors: Maaly Jarrah

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There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice.

Keywords: Collaborative dialogue reflections, continuous professional development, EFL teachers, reflection journals, teacher reflective practice

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Authors: Moldir Makenova

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Alongside the implementation of trilingual education in schools, the Ministry of Education and Science of the Republic of Kazakhstan innovated the school curriculum in 2013 to include a Content and Language Integrated Learning (CLIL) approach. In this regard, some transition issues have arisen, such as unprepared teachers, a need for more awareness of the CLIL approach, and teaching resources. Some teachers view it as a challenge due to its combination of both content and language. This often creates anxiety among teachers who are knowledgeable about their subject areas in Kazakh or Russian but are deficient in delivering the subject’s content in English. Thus, with this new teaching approach, teachers encounter to choose the role of language and answer how language works in the CLIL classroom. This study aimed to explore how teachers experience the changing role of language in the curriculum and to find out what challenges teachers face related to CLIL implementation and how their language proficiency influences their teaching practices. A qualitative comparative case study was conducted in an X Lyceum and a mainstream school piloting CLIL. Data collection procedures were conducted via semi-structured interviews, classroom observations, and document analysis. Eight content teachers were chosen from these two schools as the target group of this study. Subject teachers, rather than language teachers, were chosen as the target group to grasp how the language-related issues in the new curriculum are interpreted by educators who do not necessarily identify themselves as language experts at the outset. The findings showed that mainstream teachers prioritize content over language because, as content teachers, the knowledge of content is more essential for them rather than the language. In contrast, most X Lyceum teachers balance language and content and additionally showed their preferences to support the ‘English language only' policy among 10-11 graders. Moreover, due to the low-level English proficiency, mainstream teachers did highlight the necessity of CLIL training and further collaboration with language teachers. This study will be beneficial for teachers and policy-makers to enable them to solve the issues mentioned above related to the implementation of CLIL. Larger-scale research conducted in the future would further inform its successful deployment country-wide.

Keywords: role of language, trilingual education, updated curriculum, teacher practices

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Authors: Ahmed Amin Mousa, M. Abd El-Salam

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This study discusses a simple solution for the problem of shortage in learning resources for kindergarten teachers. Occasionally, kindergarten teachers cannot access proper resources by usual search methods as libraries or search engines. Furthermore, these methods require a long time and efforts for preparing. The study is expected to facilitate accessing learning resources. Moreover, it suggests a potential direction for using QR code inside the classroom. The present work proposes that QR code can be used for digitizing kindergarten curriculums and accessing various learning resources. It investigates using QR code for saving information related to the concepts which kindergarten teachers use in the current educational situation. The researchers have established a guide for kindergarten teachers based on the Egyptian official curriculum. The guide provides different learning resources for each scientific and mathematical concept in the curriculum, and each learning resource is represented as a QR code image that contains its URL. Therefore, kindergarten teachers can use smartphone applications for reading QR codes and displaying the related learning resources for students immediately. The guide has been provided to a group of 108 teachers for using inside their classrooms. The results showed that the teachers approved the guide, and gave a good response.

Keywords: kindergarten, child, learning resources, QR code, smart phone, mobile

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Authors: Adzongo Philomena Ibuh, Aloga O. Austin

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The purpose of the study was to examine lifelong education for teachers as a tool for achieving effective teaching and learning. Lifelong education enhances social inclusion, personal development, citizenship, employability, teaching and learning, community and the nation, and the challenges of lifelong education were also discussed. Descriptive survey design was adopted for the study. A simple random sampling technique was used to select 80 teachers as sample from a population of 105 senior secondary school teachers in Makurdi local government area of Benue state. A 20-item self designed questionnaire subjected to expert validation and reliability was used to collect data. The reliability Alpha coefficient of 0.87 was established using Crombach Alpha technique, mean scores and standard deviation were used to answer the 2 research questions while chi-square was used to analyze data for the 2 hypotheses. The findings of the study revealed that, lifelong education for teachers can be used to achieve as a tool for achieving effective teaching and learning, and the study recommended among others that government, organizations and individuals should in collaboration put lifelong education programmes for teachers on the priority list. The paper concluded that the strategic position of lifelong education for teachers towards enhanced teaching and learning makes it imperative for all hands to be on deck to support the programme financially and otherwise.

Keywords: effective teaching and learning, lifelong education, teachers, tool

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Authors: Juvanie C. Lapesigue

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Worldwide school closures result from a significant public health crisis that has affected the nation and the entire world. It has affected students, educators, educational organizations globally, and many other aspects of society. Academic institutions worldwide teach students using diverse approaches of various learning delivery modes. This paper investigates the competence and performance of physical education teachers using various learning delivery modes, including Distance learning, Blended Learning, and Homeschooling during online distance education. To identify the Gap between their age generation using various learning delivery that affects teachers' preparation for distance learning and evaluates how these modalities impact teachers’ competence and performance in the case of a pandemic. The respondents were the Senior High School teachers of the Department of Education who taught in Davao City before and during the pandemic. Purposive sampling was utilized on 61 Senior High School Teachers in Davao City Philippines. The result indicated that teaching performance based on pedagogy and assessment has significantly affected teaching performance in teaching physical education, particularly those Non-PE teachers teaching physical education subjects. It should be supplied with enhancement training workshops to help them be more successful in preparation in terms of teaching pedagogy and assessment in the following norm. Hence, a proposed unique training design for non-P.E. Teachers has been created to improve the teachers’ performance in terms of pedagogy and assessment in teaching P.E subjects in various learning delivery modes in the next normal.

Keywords: distance learning, learning delivery modes, P.E teachers, senior high school, teaching competence, teaching performance

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Authors: Chhavi Rana, Sanjay K Jain

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All sides of every education debate agree that quality learning happens when knowledgeable, caring teachers use sound pedagogy. Many deliberations of pedagogy make the fault of considering it as principally being about teaching. There has been lot of research about how to build a positive climate for learning, improve student curiosity, and enhance classroom association. However, these things can only be facilitated when teachers are equipped with better teaching techniques that use sound and accurate pedagogy. Pedagogy is the science and art of education. Its aims range from the full development of the human being to skills acquisition. In India, a project named Mission 10 x has been started by an esteemed IT Corporation Wipro as a faculty development programme (FDP) that particularly focus on elements that facilitated teachers in developing curriculum and new pedagogies that can lead to improvement in student engagement. This paper presents a study of these FDPs and examines (1) the parameters that help teachers in building new pedagogies (2) the extent to which appropriate usage of pedagogy is improved after the conduct of Mission 10 x FDPs, and (3) whether institutions differ in terms of their ability to convert usage of improved pedagogy into academic performance via these FDPs. The sample consisted of 2,236 students at 6 four-year engineering colleges and universities that completed several FDPs during 2012-2014. Many measures of usage of better pedagogy were linked positively with such FDPs, although some of the relationships were weak in strength. The results suggest that the usage of pedagogy were more benefited after conducting these FDPs and application of novel approaches in conducting classes.

Keywords: student engagement, critical thinking; achievement, student learning, pedagogy

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Authors: Prakash Singh

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In this exploratory qualitative case study, the voices of female teachers are captured that describe their fear of failure in coping with their daily anxieties, stresses, and tensions in their classrooms. When teachers are usually appointed, the curriculum forms the heart of all their professional obligations. The policy of quality and equality of education for all learners is a must as part of these deliberations, otherwise it would spell the inevitable failure for teachers. Yet, how often have teachers been asked whether they are happy during their professional tenure. Research affirms that this question is not a priority, seeing that the happiness of learners and the educational administrators enjoy precedence. Teachers are often subject to undue pressures and tensions because of environmental factors that extends beyond the curriculum. School violence, bullying, drug abuse, and gangsters are not uncommon to the school milieu, no matter where such schools can be located. In this case study, the voices of female teachers find space concerning their experiences of tobephobia (TBP). The questions that inevitably arise are: Are the educational authorities aware of the effects of TBP in education? What can be done to arrest and eliminate the debilitating effects of TBP? This exploratory study contributes to the growing concerns of TBP in education. It is therefore imperative that the effects of TBP on human resources in education must be accentuated so that meaningful solutions can be found to address challenging educational issues such as school violence, bullying, and drug abuse amongst learners.

Keywords: curriculum, female teachers, school violence, tobephobia

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