Using Digital Technologies to Remotely Observe and Mentor Teachers

Using digital technologies to remotely observe and mentor teachers is a relatively new practice. Thus, many states, schools, and districts do not have policies in place that explicitly allow this practice, and, in some instances, policies are in place that explicitly prohibit the use of these technologies. This chapter provides an analysis of the traditional approach to mentorship, support, and feedback, and highlights new challenges with in-person mentorship, support, and feedback amid the COVID-19 pandemic. As with many aspects of current newly adapted world, the teaching profession has become increasingly reliant on using digital technologies to remotely observe and mentor teachers. The chapter provides a literature review of best practices in observation, mentorship, and feedback. It also shows that limited data are available to facilitate the use of digital technologies and provide novice and in-service teacher support in order to allow for a positive novice teacher induction experience.

Leading Successful Novice Teachers

Instructional leaders have the ability to set the culture and climate of a school campus to be inviting, welcoming, and collaborative. Therefore, it is important that school leaders provide professional development opportunities to novice teachers that support growth in developing a sense of confidence and competence in content and pedagogy. Hence, the instructional leader becomes an important stakeholder in the life of a novice teacher.

An Analysis of Novice Teacher’s Questioning Types During the Microteaching Classroom

The only thing that is expected in classroom learning activities is the achievement of learning objectives. One of the efforts to achieve the learning objectives is to always communicate with students, such as asking questions. This study aims to determine the query used by novice teachers during their micro-teaching practice in teaching Senior High School students. The theory of Lockhart (1994) is used in this research. Researchers used qualitative methods in processing data. The data obtained from the results of classroom observations with video zoom recording and documentation. The data sources for this study were taken from 10 novice teachers at one of the universities in Indonesia. The author took the data to find out what the novice teacher used during they were doing micro teaching classroom. As a result, the types of question that the teacher used are procedural question, convergent question, and divergent question. Then, the type of question that frequently uses is convergent question. The questions that novice teachers in teaching often use do not require high thinking.

Edu-Crafting Teacher Identities

“Teacher identity” is a popular topic for discussion and reflection in teacher education. We ask pre-service teachers to consider cultural and personal images of teachers (as expert, caregiver, authoritarian, and so on) in order to accept or resist these images as they contribute to the construction of their own teacher identity. Discussed in theory and aspirational language, teacher identity appears to behave in a reasonably orderly fashion; however, once the novice teacher is introduced to the dynamic world of teaching, teacher identity can become an absolute mess to untangle. As an approach to research, posthumanism offers us a chance to see this mess as beautiful in its lively, evolving, and relational condition. This posthumanist project takes to heart that in order to understand concepts such as identity differently, we must also look differently. After Taylor (2018), who describes posthumanist research as “allowing oneself to be lured by curiosity, surprise, and wonder” (p. 377), I conduct a diffractive auto/ethnographic study of several teachers to find out what happens if I take seriously the value of play in research, wondering what can be gained, in terms of understandings of teacher identities, through cartomancy as a potential source of knowledge. Semetsky (2011) has introduced the use of tarot reading to education theory as a semiotic system that can be engaged with to transform education and heal the human psyche. In my own work, I have built a practice that takes cues from Semetsky and also departs from her work, in the spirit of research creation (Chapman and Sawchuk 2012), forging its own unique method and artistic path. Conducting interviews with five self-identified teachers through video conferencing, I host a dialogue between myself, the teacher, and the tarot cards; a combination of friendly discussion, formalized interview, and tarot reading take place. This unconventional approach to research allows me to give generous attention to these teachers’ identities by acknowledging their connections to other selves, other humans, and more-than-humans. I am particularly hoping to find an expanded sense of teachers' self-perception and an increased recognition of a teacher’s multiple, connected, changing, and changeable identities.

A Multicultural Approach at the Early Stage of Teaching a Foreign language

The article presents the experience of developing an elective course program for future foreign language teachers studying at Tyumen State University. The content of the course is based on the principles of communication and variability and is focused on the development of the communicative, psychological, pedagogical and technological competencies of the future teacher. The creation by the teacher of favorable pedagogical conditions for a positive cultural identification of the student’s personality allows the child to become aware of the multicultural space of the world. The professional portfolio of a novice teacher includes techniques, methods and technologies that can be used for further pedagogical modeling.

THE POTENTIAL OF DISCOURSE ANALYSIS IN THE RESEARCH OF PEDAGOGICAL PHENOMENA

The publication is devoted to the study of the potential of the discourse analysis method for conducting pedagogical research. The authors substantiate the relevance and importance of using discourse analysis when working with modern pedagogical sources of information within the framework of the discursive approach. Particular attention is paid to working with theoretical sources of information. Arguments are given in favor of the universality and interdisciplinarity of the described method, and its advantages over traditional methods are described. The technique of discourse analysis from a three-level system is described. The authors emphasize the importance of discourse analysis in the interdisciplinary research and outline the prospects for further research in the field of pedagogical science methodology. Recommendations of the research work design for a novice teacher-researcher are offered.

Exploring the reflective typology of novice EFL teachers in a Thai university

<span lang="EN-US">This paper presents the reflective typology elicited from the three data sets of reflective writings written by novice teachers in Thailand's university context</span><em><span lang="TH">. </span></em><span lang="EN-US">As part of an action research study to improve a novice teacher</span><em><span lang="TH">’</span></em><span lang="EN-US">s professional development, two teachers volunteered to write reflections for a semester of their assigned courses</span><em><span lang="TH">. </span></em><span lang="EN-US">Three data sets of reflective writings were submitted at the end of a 16</span><em><span lang="TH">-</span></em><span lang="EN-US">week semester</span><em><span lang="TH">. </span></em><span lang="EN-US">Due to our desire to provide a more meaningful interpretation of the reflective writings, grounded theory was used, resulting in two emerging themes-descriptive code, which refers to the description of a specific event in the classroom, and reflective code, which include acts in the classroom where the teacher considered an option and reflected on it</span><em><span lang="TH">. </span></em><span lang="EN-US">In the typology derived from our study, reflections on teaching, students, and self are common among three data sets</span><em><span lang="TH">. </span></em><span lang="EN-US">Moreover, the instructional act is a common specific code in both descriptive and reflective codes</span><em><span lang="TH">. </span></em><span lang="EN-US">The typology can be used to investigate novice teachers</span><em><span lang="TH">’ </span></em><span lang="EN-US">reflective acts to further their professional development</span><span lang="IN">.</span>

A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.

Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School

This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.