scholarly journals How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

2021 ◽  
Vol 20 (10) ◽  
pp. 117-132
Author(s):  
Yu Hong ◽  
Arnida Abdullah ◽  
Soaib Asimiran ◽  
Mohd Mokhtar Muhamad
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Academic Career ◽  
Continuous Process ◽  
Public University ◽  
Structured Interviews ◽  
Technology Application ◽  
Information Technology Application ◽  
The University ◽  
Professional Confidence

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly.

Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

scholarly journals INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

2020 ◽  
Vol 3 (3) ◽  
pp. 367
Author(s):  
Yogi Saputra Mahmud
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Professional Education ◽  
Teaching Experience ◽  
Early Career ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Efl Teachers ◽  
Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management).  Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

scholarly journals Synergistic Team Teaching for Professional Development: A Case Study Approach

2020 ◽  
Vol 20 (35) ◽  
Author(s):  
Natalia Ramírez Casalvolone
Keyword(s):  
Professional Development ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Structured Interviews ◽  
Study Approach ◽  
Contextualized Learning ◽  
The University ◽  
Teacher's Knowledge

This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD) programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a qualitative case study performed from January to September 2018, this study addresses the following question: How can team teaching promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when two English professors at the University of Costa Rica engaged in synergistic team teaching. Theparticipants team taught a course for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method in which two professors share classroom space and teaching practices and engage in planning discussions together. To understand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, thisstudy identifies instances (during the interview or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowledge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.

scholarly journals Portfolio as a Tool for Self- Reflection and Professional Development for Pre-Service Teachers

2021 ◽  
Vol 20 (2) ◽  
pp. 22-35
Author(s):  
Arlinda Beka ◽  
Ganimete Kulinxha
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Self Reflection ◽  
Professional Goals ◽  
Teaching Portfolio ◽  
Faculty Of Education ◽  
The University ◽  
Department Faculty

Self-reflections, especially those done through the usage of portfolios, are an essential component of teaching. Portfolio reflections allow pre-service teachers to set professional goals. This research was conducted using qualitative methodology, and all semi-structured interviews were organised with students and graduates from the Early Childhood Department-Faculty of Education, University of Prishtina. The research results show that a portfolio provides future teachers with the opportunity to organise their work better while enabling cooperation between pre-service teachers, which ergo, directly affects their professional competencies. Owing to its benefits, portfolio should be integrated by the Faculty of Education of the University of Prishtina as an integral part of its work with students.

scholarly journals UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 621
Author(s):  
Utami Widiati ◽  
Nunung Suryati ◽  
Nur Hayati
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Novice Teachers ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Assessment Procedure ◽  
Structured Interviews ◽  
Education Experience ◽  
Years Of Teaching Experience

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

scholarly journals TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY

2018 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Kim Anh Thi Vo ◽  
Vincent Pang ◽  
Kean Wah Lee
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Peer Mentoring ◽  
Teacher Education Program ◽  
Public University ◽  
English Teacher ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
The University

Teaching practicum is very essential in the process of learning how to teach, so it should be paid great attention by not only teacher education program designers but also implementators. The paper reports a study on the efficiency of teaching practicum which has been conducted at Public University (pseudonym) in Vietnam. The research employed qualitative approach, and semi-structured interviews were used as the instrument for the data collection. Findings reveal that the implementation of the teaching practicum did not provide student teachers with sufficient chances to develop their teaching skill efficiently. Inappropriate method of implementing the teaching practicum, loose cooperation between the university and high schools, and insufficient support are major issues that caused the teaching practicum to be ineffective. Peer mentoring and a more suitable method of implementing the internship are recommended solutions to improve the effectiveness of the teaching practicum in the English Teacher Education Program at Public University in particular and other English teacher education programs in Vietnam in general.Keywords: Educational program, peer mentoring, teacher education, teaching practicum, teaching skills, VietnamCite as: Vo, T.K.A., Pang, V., & Kean Wah, L. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of NusantaraStudies, 3(2), 32-40. http://dx.doi.org/10.24200/jonus.vol3iss2pp32-40

scholarly journals Experiences of Sessional Educators within an Australian Undergraduate Paramedic Program

2017 ◽  
Vol 14 (1) ◽  
pp. 73-83
Author(s):  
Brett Williams ◽  
◽  
Bronwyn Beovich ◽  
Keyword(s):  
Professional Development ◽  
Performance Feedback ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Professional Needs ◽  
Transmission Of Information ◽  
Widespread Phenomenon ◽  
The University ◽  
Purposive Sample ◽  
Interview Analysis

Background: The use of casual staff within the university undergraduate educational setting is a widespread phenomenon worldwide. However a lack of understanding exists regarding experiences of recruitment, support, professional development and other perceived professional needs in this area. Although previous studies of the experience of sessional educators have been reported in the literature, this is the first to describe experiences within the paramedic discipline. Objectives: To explore the experiences of sessional educators in an undergraduate program within the paramedic department of a university in Melbourne, Australia. Methods: A qualitative methodology was used that involved 10 semi-structured interviews with a purposive sample of sessional paramedic educators. Data collected from the interviews were thematically analysed to identify major issues from interview transcripts. The study was conducted in the paramedic department of a major university located in an outer metropolitan area of Melbourne, Australia. Results: Interview analysis identified five key themes of the sessional paramedic educator experience: informal processes, program inconsistencies, preparation for teaching, connection and support, and, educator benefits. Conclusion: This study fills a gap in the literature by describing the experiences of paramedic sessional educators, which was previously unreported. Many of the experiences expressed were commonly reported in the literature from other disciplines. Although the experiences was generally described as positive, the study identified a need for targeted support of these individuals, including formalisation of employment procedures, encouraging the open and timely transmission of information, as well as provisions for performance feedback and professional development.

scholarly journals Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching

2016 ◽  
Vol 6 (3) ◽  
pp. 101-116
Author(s):  
Francka Lovšin Kozina
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching Experience ◽  
Practical Experience ◽  
Home Economics ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
The University ◽  
Intention To Continue ◽  
Practical Teaching

This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to thepre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-serviceteachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results alsorevealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES QUE ENSINAM MATEMÁTICA: A VISÃO DA GESTÃO ESCOLAR

2020 ◽  
Vol 17 (1) ◽  
pp. 280-297
Author(s):  
Luciano Melo Santos ◽  
Maria Elizabete Souza Couto
Keyword(s):  
Professional Development ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
School Principal ◽  
Research Groups ◽  
Structured Interviews ◽  
Professional Development Of Teachers ◽  
External Sources ◽  
Education Network ◽  
The University

This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.

scholarly journals Possibilidades e desafios quanto à aplicação de planos híbridos de ensino em universidades públicas brasileiras | Possibilities and challenges for the application of hybrid teaching projects in Brazilian public universities

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Christiana Soares de Freitas
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Public University ◽  
Teaching Program ◽  
Structured Interviews ◽  
Technological Information ◽  
Hybrid Teaching ◽  
Information And Communication ◽  
Material Conditions ◽  
The University

Resumo Em 2010, teve início projeto acadêmico com o objetivo de adotar, em algumas disciplinas de uma universidade pública brasileira, planos híbridos de ensino. Nesses planos, foram incorporadas novas práticas utilizando recursos tecnológico-informacionais. O artigo apresenta os resultados de pesquisa, realizada após a adoção do plano híbrido, com os objetivos centrais de identificar as percepções docentes e discentes sobre a experiência realizada e de verificar as habilidades individuais que viabilizam – ou não – a adoção das novas práticas. A pesquisa utilizou instrumentos quantitativos (questionários) e qualitativos (entrevistas semi-estruturadas) para a coleta de dados. Apesar da constatação de vários fatores positivos à hibridização, como a aceitação das novas práticas por um grande número de docentes e discentes, foram observadas consideráveis limitações relativas às condições materiais e à cultura organizacional existentes, dificultando a adoção ampliada das práticas inovadoras propostas.Palavras-chave Hibridização; práticas de ensino; tecnologias da informação e comunicação; percepções; capital tecnológico-informacionalAbstract In 2010, an academic project was adopted with the main goal of establishing a hybrid teaching program for some disciplines in a Brazilian public university. In this program some new practices were adopted using technological-information resources. This article presents the results of a research carried out after this adoption. The main goals of the research were to identify the perceptions of professors and students regarding the experience and verify their individual abilities that could foster – or not – the adoption of the proposed new practices. The research used quantitative (questionnaires) and qualitative (semi-structured interviews) instruments. Despite of some positive factors found in the data collected that tend to stimulate the changes, such as the acceptance of the hybridization by a significant number of professors and students, there are some considerable limitations and challenges that need attention. These limitations are mainly related to material conditions of the university and its organizational culture, making the plain and massive adoption of the initiative significantly difficult.Keywords Hybridization; teaching practices; information and communication technologies; perceptions; technological-information capital

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