Specifying Hybrid Models of Teachers’ Work During COVID-19

The term “hybrid” emerged as a common descriptor of pandemic-modified schooling configurations. Yet this umbrella term insufficiently captures the variations among hybrid models, particularly as it pertains to the structure of teacher workdays and related workload demands. Drawing on qualitative research documenting K–12 U.S. teachers’ experience teaching during COVID-19, this brief introduces and explicates three terms specifying structural hybrid models—parallel, alternating, and blended—and their implications for teachers’ work. Differentiating among the models facilitates future analysis of the implications of hybrid schooling for teacher and student experience. Initial analysis indicates teachers experienced one model, blended hybrid, as more challenging than others. This teacher perception highlights the need to discern among the three hybrid models more closely when analyzing schools’ responses to the pandemic. Differentiating among hybrid models may prompt future analysis of hybrid schooling for teacher workload and student learning.

Teaching Issues of Equity and Oppression in a Business Ethics Course

In this essay, we reflect on our experience teaching divisive issues to undergraduates in a required business ethics class. We want to share lessons learned, and what worked and what did not, in hopes that it will help other instructors who are tackling these topics. In particular, we share a list of “guiding principles” we developed that we find helpful in teaching a class that involves polarizing topics.

Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Preparing future mathematics teacher educators (MTEs) with knowledge that are needed to effectively support pre-service teachers (PSTs) is very important. However, little attention was paid to MTEs’ knowledge development, which is multifaceted and complex. This study investigates successes, challenges, and tensions that four international graduate MTEs and one mathematics teacher educator (TE) experienced in developing their identity as math teacher educators. In total, 20 h of interactive interviews were analyzed by using qualitative methods. Emerging themes include how MTEs establish a sense of credibility and how they feel they are navigating multiple identities. Among the graduate MTEs, credibility was described as having the following: (a) knowledge of and experience teaching in the US education system; (b) experience in teaching using a problem-solving approach; (c) the ability to enact theory in practice. While navigating multiple identities, graduate MTEs recognize their ethnic identities are central and influence their perceptions of self as MTEs, and how they think they are perceived by others. The results highlight the importance of understanding MTEs tensions and challenges and provide “in-the-moment” support along the journey of becoming teacher educators.

Library Staff Need More Support in Order to Alleviate Teaching Anxiety

A Review of: Lundstrom, K., Fagerheim, B. & Van Geem, S. (2021). Library teaching anxiety: Understanding and supporting a persistent issue in librarianship. College & Research Libraries, 82(3), 389-409. https://doi.org/10.5860/crl.82.3.389 Abstract Objective – To determine academic librarians’ attitudes towards their teaching, how teaching anxiety manifests itself, and how teaching anxiety affects these attitudes. Design – Online Survey. Setting – The survey was distributed through various library science listservs. Subjects – Any library staff with a teaching component in their role were invited to respond. There was a total of 1,035 initial responses. Methods – The survey questions were based on a previously published survey about teaching anxiety by Davis (2007). However, the survey for this study added questions about formal and self-diagnosis of other types of anxieties, physical and psychological anxiety symptoms, and how teaching anxiety impacts other areas of the respondents’ lives. There were also questions on potential supports to reduce teaching anxiety, as well as potential barriers to these supports. Main Results – It was found that approximately 65% of respondents experience teaching anxiety. Approximately 40% of those respondents were formally diagnosed with anxiety, and approximately 42% were self-diagnosed. There was a significant association between a formal diagnosis of anxiety, and teaching anxiety. There were also significant associations between past training, preparation, and teaching anxiety, with anxiety occurring less with increased training and preparation. Conclusion – Teaching anxiety is a significant issue among library staff. Supports in the form of workshops on teaching as well as coping with anxiety can possibly help to reduce this phenomenon.

Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online experience, all instructors were needed to learn to adapt to online teaching immediately. This change created a need for all faculty members to receive the training and support necessary to make the online process as smooth and effective as possible. In this Best Practices perspective, we identified useful and successful practices to help students learn in the online courses. With the knowledge of data driven support and awareness of effective online teaching strategies, instructors can make the most of online teaching sessions.

OFFERING MALAYSIAN CITIZENSHIP COURSES FROM A NATIVE PERSPECTIVE: UNIVERSITY CURRICULUM DEVELOPMENT WITH A COLLECTIVE MINDSET

Malaysian Nationhood courses are offered in conjunction with core or mandatory courses offered at the certificate, diploma, or first-degree level. This course was created to instil in students the values of patriotism and nationalism in the hope that they will grow into responsible citizens and stewards of the motherland. The course is offered to ensure that history subjects studied in school continue to be studied at the tertiary level. Thus, this article discusses the Malaysian Nationhood courses offered through the Anak Watan Platform. The Anak Watan Platform concept was based on the recognition that the Malays and Bumiputeras are the country's backbone, as enshrined in the Malaysian constitution. The methodology of the research is qualitative, relying on source-based documentation analysis, as well as the author's observations and experience teaching the nationhood course. The study's findings indicate that when developing the nationhood course curriculum, priority should be given to the elements found in the Anak Watan Platform concept to ensure that every student understands its importance in ensuring the sustainability of a peaceful and prosperous Malaysian nation.

Teaching Secondary Geography

Geography is not only the study of the surface of the planet and the exploration of spatial and human - environment relationships, but also a way of thinking about the world. Guided by the Australian Curriculum and the Professional Standards for Teaching School Geography (GEOGstandards), Teaching Secondary Geography provides a comprehensive introduction to both the theory and practice of teaching Geography. This text covers fundamental geographical knowledge and skills, such as working with data, graphicacy, fieldwork and spatial technology, and provides practical guidance on teaching them in the classroom. Each chapter features short-answer and 'Pause and Think' questions to enhance understanding of key concepts, and 'Bringing It Together' review questions to consolidate learning. Classroom scenarios and a range of information boxes are provided throughout to connect students to additional material. Written by an author team with extensive teaching experience, Teaching Secondary Geography is an exemplary resource for pre-service teachers.

INFLUENCE OF TEACHERS’ TEACHING EXPERIENCE ON TEACHING OF LITERACY SKILLS AMONG GRADE ONE PUPILS IN MOMBASA, KENYA

<p>Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

951. Virtually the Same: Our Experience Teaching Abx Before and During the Pandemic

Background Understanding core principles of empiric antibiotic (abx) therapy is essential for abx stewardship. Pre-pandemic, the “Abx 101” workshop taught students an initial approach to empiric abx. Due to the pandemic, the session became virtual. We hypothesized that the face-to-face version (FTF) would be more effective and more positively reviewed by students compared to the virtual. Methods For the FTF, 3 faculty facilitated workshops of 50 3rd year medical students. The intro reviewed the typical microbiota of body areas (or common pathogens for community-acquired disease in sterile spaces). Student small groups were assigned a category of abx coverage (e.g. “MRSA drugs”), and completed a worksheet to identify abx in the assigned category from a reference list of abx. Groups taught back to the class (jigsaw technique) about abx for their respective categories. Next, faculty facilitated a large group discussion in which they matched initial abx therapy for each body area’s typical microbiome or pathogens. Finally, groups presented cases to the class and identified likely diagnosis, most likely organisms, and appropriate empiric abx to target those organisms. For the virtual version, the format was adapted for a 1 hour online interactive session with 1 MD facilitator, 20-25 students, and no breakout groups/jigsaw technique. The content was unchanged other than fewer cases. Results 26 of 140 (19%) students completed the survey (n=13 FTF, n=13 virtual). An independent-samples t-test compared FTF and virtual overall satisfaction scores. There were no significant differences in satisfaction from the FTF (M=8.54, SD=1.04) and virtual sessions (M=8.62, SD=1.94); t(24)=-.126. p=0.901. 100% of both groups rated the session as quite/extremely relevant to their training and 100% of respondents in both groups deemed the format of the sessions appropriate for the content. In the FTF group, 76% of respondents felt the session was quite/extremely effective for learning about abx spectra of activity, compared to 69% in the virtual group (X2 (1, N = 26) = .195, p = .658). Conclusion “Abx 101” was relevant, effective, and formatted well for learning about empiric abx, in FTF and virtual versions. These findings suggest that this curriculum is effective overall and adapts well for in-person and remote learning. Disclosures All Authors: No reported disclosures

The First Field Experience: Perceptions of ESOL Pre-Service Teachers

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.