scholarly journals TEACHERS’ SENSE OF SELF-EFFICACY: A STUDY OF ENGLISH TEACHERS IN MALAYSIAN RURAL SCHOOLS

2021 ◽  
Vol 6 (43) ◽  
pp. 01-12
Author(s):  
Ameiruel Azwan Ab Aziz ◽  
Noraini Said ◽  
Chelster Sherralyn Jeoffrey Pudin ◽  
Kamsilawati Kamlun
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Self Efficacy ◽  
Driving Forces ◽  
Environmental Influence ◽  
Sense Of Self ◽  
English Teachers ◽  
Structured Interviews ◽  
Rural Teachers ◽  
Context Specific

Teaching English as a second language (TESL) in rural schools remains a prominent issue in Malaysia. Many teachers in rural areas struggle with the seemingly insuperable difficulties associated with their underperforming rural schools in English, which is yet to be addressed significantly. This study explores ten English teachers’ sense of self-efficacy of those serving in rural schools. The lived experiences of the participants were explored through in-depth semi-structured interviews. The data gathered were analysed thematically to gain insights into the phenomenon. Three results of this study revealed the rural environmental influence aspects of teachers’ sense of self-efficacy, the context-specific nature of rural teachers’ sense of self-efficacy, and the blended philosophical concepts of social support, unswerving commitment, social obligation, and social-emotional benefits as significant driving forces to retain serving rural schools. The study’s results could contribute incrementally to the advancement of knowledge on TESL in rural schools by providing insights into the subject and context-specific descriptions.

How Can We Enhance the Sense of Self-Efficacy in Epilepsy Individual Responses from 2 Qualitative Case Reports

2017 ◽  
Vol 24 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Rosa Michaelis ◽  
Christina Niedermann ◽  
Bettina Berger
Keyword(s):  
Self Efficacy ◽  
Focal Epilepsy ◽  
Single Case ◽  
Case Reports ◽  
Sense Of Self ◽  
Well Being ◽  
Self Awareness ◽  
Structured Interviews ◽  
Post Intervention ◽  
Psychotherapeutic Interventions

Background: Epilepsy is a serious, common and chronic neurological condition characterized by an increased disposition to suffer occasional seizures. Psychological interventions may enhance the well-being of individuals with epilepsy. So far, no qualitative study has investigated the complex effects of psychotherapeutic interventions in epilepsy. Methods: This study examined the questions as to if and how the participation in a patient-centered 6-month resource-oriented mindfulness-based intervention would enhance an individual's well-being and sense of self-efficacy. Pre- and post-intervention semi-structured interviews were conducted with a total of 9 participants. Qualitative data analysis (Mayring) in an inter-professional group was combined with the evaluation of the Quality of Life in Epilepsy Inventory-31. The case reports follow the CAse REport Guidelines for Anthroposophic Art Therapies (CARE-AAT). To show the diverse nature of individual intervention objectives, we chose the single case study format, contrasting 2 participants with diagnosed focal epilepsy. Results: Pre-intervention deductive and inductive outcome categories revealed high levels of stress regarding personal seizure experience and loss of autonomy, for both participants. Post-intervention interviews consist of increased seizure-related self-efficacy and self-awareness: while minimizing the debilitating impact of the seizures on her life was relevant to Iris, Carl developed a personalized aura interruption technique. Conclusions: These qualitative case analyses suggest that enhanced psychological well-being and even positive medical results may be achieved when epilepsy care focuses on the wishes that are most meaningful to the individual. The possibility of improving the quantitative evaluation of the effects of psychotherapeutic interventions needs to be explored.

The interplay of avatar identities, self-efficacy, and language practices

2020 ◽  
Author(s):  
Julian Chen
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Language Practices ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Impact

Abstract This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices. Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D virtual environments.

scholarly journals SCIENTIFIC AND PRACTICAL CONFERENCE AS A FORM OF ACTIVITIES OF THE COMMUNITY OF RURAL TEACHERS

2020 ◽  
Vol 5 (3) ◽  
pp. 116-136
Author(s):  
Lyudmila V. Baiborodova ◽  
◽  
Dariya A. Zelenova ◽  
Olga V. Popolitova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Successful Implementation ◽  
Educational Organizations ◽  
Rural Teachers ◽  
National Project ◽  
Practical Conference ◽  
School Space

This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.

scholarly journals Online EFL Emergency Remote Teaching during COVID 19, Challenges and Innovative Practices: A Case of Oman

2021 ◽  
pp. 17-35
Author(s):  
Samia Naqvi ◽  
Insiya Zehra
Keyword(s):  
Self Efficacy ◽  
Online Survey ◽  
English Language ◽  
Sense Of Self ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Efl Teachers ◽  
Innovative Techniques

The emergent situation brought about by COVID 19 has led to an unprecedented change in the educational sector worldwide, including the Sultanate of Oman. Most of the educational institutions here have responded swiftly to fulfill the requirements of academia by switching to an online emergency remote teaching mode overnight. To get adjusted to the ‘new normal,’ teachers across all academic disciplines, including the English language, have had to adapt to new teaching approaches and learn new skills and competencies to confront this challenge. This empirical cross-sectional research study explores the teacher technology self-efficacy, the challenges faced, and the innovative practices adopted by the EFL teachers during the crisis. A mixed-methods approach was used here, including an online survey and in-depth, semi-structured interviews with six teachers. The survey was administered to 100 EFL teachers from fourteen higher-education institutions, whereas the interviews were held with six survey participants. The study found that majority of the teachers had a strong sense of self-efficacy in using technology as well as considerably positive learning experiences and novel innovations, which all resulted in the various ways they faced pandemic-related challenges. The paper gives, in particular, an account of the innovative techniques adopted by the interviewed teachers during the Pandemic crisis. This investigation hopefully adds to the field of knowledge by sharing effective, innovative techniques that have relevance to EFL teaching in Oman and beyond.

Urban-originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?

2021 ◽  
Vol 17 (1) ◽  
pp. 269
Author(s):  
Ameiruel Azwan Ab Aziz ◽  
Sheik Badrul Hisham Jamil Azhar ◽  
Nurul Nadya Mabsah ◽  
Damien Mikeng
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Positive Emotions ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Contributing Factors ◽  
English Language Teachers ◽  
Fuel Source

The shortage of trained and qualified English language teachers in rural schools has always been a significant issue in Malaysia, particularly in Sabah, due to the higher proportion of rural areas. Various factors have been associated with teachers’ reluctance to serve in rural schools. Nevertheless, several urban-originated teachers are recorded to have shown persistence in serving rural schools. The purpose of this paper is to investigate the reasons and contributing factors behind their long-term longevity in rural schools. The lived experiences of ten teachers were explored through in-depth semi-structured interviews. Data gleaned were thematically analysed following Ryan and Bernard’s (2000) recommended procedures. Results suggest that even participating teachers work in a challenging English teaching environment; this has not been a sufficient drive for them to depart from rural schools. Their longevity is attributed to perceived social supports and students factor. Furthermore, a blended concept of positive emotions was remarked as a fuel-source of teachers’ long-term persistence in rural schools. The contributions and implications of the study are also discussed.   Keywords: English, language teachers, longevity, rural schools, Sabah

A Case Study on Pre-Service English Teachers' Perceptions of Self-Efficacy and Integration of Information-Communication Technologies

2019 ◽  
pp. 274-290 ◽  
Author(s):  
Ilknur Istifci
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
English Language ◽  
Language Education ◽  
English Teachers ◽  
Comparison Method ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Teacher Education ◽  
Teachers Perceptions

The aim of this study is to find out pre-service English language teachers' ICT self-efficacy perceptions and ICT integration in their lessons. The data were collected from 60 pre-service English teachers in one of the state universities in Turkey via a questionnaire developed by Ekici, Ekici, and Kara. Semi-structured interviews were also carried out with some volunteering pre-service teachers. The questionnaire data were analyzed using the Statistical Package for Social Sciences (SPSS 22). Interview data were analyzed finding emerging themes and categorizing them using constant comparison method. The results showed that they use ICTs in their lessons mostly especially in practicum or macro and micro teaching sessions and they have high self-efficacy on ICT use in language education. Results also revealed some problems they encounter while using ICTs in language teacher education and their suggestions on how to improve their use. Based on the results, certain implications were drawn from the study in order to organize future teacher education programs that utilize ICTs.

scholarly journals Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS

2020 ◽  
Vol 41 (2) ◽  
pp. 14-30
Author(s):  
Doron Zinger ◽  
Judith Haymore Sandholtz ◽  
Cathy Ringstaff
Keyword(s):  
Rural Schools ◽  
Elementary Science ◽  
Science Instruction ◽  
Teaching Science ◽  
Elementary Grades ◽  
Science Standards ◽  
Structured Interviews ◽  
Rural Teachers ◽  
Rural Elementary Schools ◽  
Survey Responses

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools. Through a primarily qualitative analysis, we identified four teacher reported categories of affordances and four categories of constraints to teaching science. One category of affordances, access to a variety of outdoor science resources, and one category of constraints, high levels of isolation, were closely tied to the nature of rural schools. The other affordances and constraints are broadly recognized factors influencing science instruction. Implications for supporting rural teachers’ science instruction are discussed.

scholarly journals Prerequisites for continuing education of rural teachers in the history of Russian education at the stage of formation of rural schools and rural teaching

2021 ◽  
Vol 2 (8) ◽  
pp. 106-125
Author(s):  
Zinaida B. Eflova ◽  
Keyword(s):  
Continuing Education ◽  
Rural Schools ◽  
Rural Areas ◽  
Educational Institution ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Lifelong Education ◽  
Science Content ◽  
Continuous Education ◽  
Rural Teachers

The article presents the results of a historical and pedagogical study of the theory and practice of the formation and development of education in rural areas of Russia, in the focus of which there is the continuous education of a rural teacher. The time frame of the analysis is limited to the XIX – early XX centuries, covers the period of the emergence of rural schools as an educational institution and rural teachers as a special category of teaching staff. The analysis revealed: the essential provisions and characteristics of lifelong education in an interpretation adequate to modern pedagogical science; content, methods and forms of continuing education; suggestions of educators, expressed in the form of recommendations as potential for implementation in the present and in the future. The study has found out that the Russian pedagogical heritage includes: stages (preprofessional, professional, postgraduate) and types (formal, non-formal, informal) of lifelong education; the origins of ensuring continuity and consistency between them, integrative and practice-oriented approaches to teacher education. The prerequisites for the network organization of educational space, models of pedagogical institutions and organizations, academic mobility of students and teachers, formats of non-formal and informal continuous education of rural teachers and other harbingers of current trends are fixed.

scholarly journals Coping with stress: Exploring the lived experiences of English teachers who persist in Malaysian rural schools

2019 ◽  
Vol 8 (3) ◽  
pp. 506
Author(s):  
Ameiruel Azwan Ab Aziz ◽  
Suyansah Swanto ◽  
Sheik Badrul Hisham Jamil Azhar
Keyword(s):  
Coping Strategies ◽  
Rural Schools ◽  
Rural Areas ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
English Education ◽  
English Teachers ◽  
Teaching English ◽  
Stress Appraisal ◽  
Teaching Resources

Teaching English as a second language is a long and complex undertaking, particularly when it is done in multilingual rural areas where English serves a limited purpose. The purpose of this phenomenological case study was to shed light and describe the lived experiences of ten English teachers who persist in rural schools in Sabah, Malaysia. Data gleaned from in-depth interviews and observations and were thematically analyzed. The research questions captured teachers' perceptions of the existing teaching and learning environment, sources of stress and coping strategies through interviews and observations. The findings depicted that rural schools do not benefit from a conducive environment to support English teaching and learning due to the limited English environment, shortage of teaching resources and poor physical environment. The findings also revealed that dealing with low English proficiency (LEP) students was their main stressor in teaching English in rural schools, followed by students' disruptive behaviours, excessive workload and lack of support. To cope with the stress, teachers first evaluate and assess possible solutions through a stress appraisal process. The present study identified that the personal, social, professional, and institutional coping strategies were used by teachers to cope with stress faced. The findings have implications for the teaching of English in rural schools and could offer recommendations for changes in educational practices in which the authorities, school administrators and teachers could collaborate in improving English education in rural schools and thus students' learning, achievement, and school reputation.

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