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.

Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.

PERSEPSI GURU TERHADAP GAYA PEMBELAJARAN VAK DALAM MEMBANTU PELAJAR PERALIHAN MEMBACA DAN MENULIS (Teachers’ Perception on VAK Learning Style to Support Transition Students’ Reading and Writing Skills)

The Malaysian Education System aims to ensure that every student reaches their full potential, especially in literacy (reading and writing skills). In this regard, every student must master the Malay language in line with the requirements of the Malaysian Education Development Plan 2013 - 2025. Writing and reading is an important element in the development of students referring to the Malay language DSKP. These elements can be identified through easy access from increased decision performance as a result of an organized, systematic, and continuous learning process. This study aims to obtain teachers' perceptions of VAK learning style in helping students transition to reading and writing in a school in Puchong. This study uses a qualitative design by involving a total of 3 teachers with a structured interview method. The results of the study found that having a positive attitude towards VAK learning style and applying in PdPc transition class. The selection of learning styles that are appropriate to students' abilities is also important in optimizing the effectiveness of the reading and writing process. Keywords: Teacher perception; VAK learning styles; Transition students, Reading and writing

Construcción y validación del cuestionario de percepción de docentes sobre discapacidad intelectual y aprendizaje (Construction and validation of the teacher perception questionnaire on intellectual disability and learning)

Es necesario que los profesionales del sistema educativo proporcionen información sobre discapacidad intelectual y aprendizaje, más allá del contenido encontrado basados ​​en evidencia y su percepción como docentes, sino también instrumentos para evaluarlos. El objetivo principal de esta investigación fue validar el cuestionario sobre discapacidad intelectual en el aprendizaje de estudiantes que cursan la Educación General Básica y Bachillerato General Unificado. Este estudio fue realizado en el Ecuador (Sur América) bajo la percepción de docentes y autoridades académicas, donde se realizó la validación de contenido por revisión de expertos y el método V-AIKEN de manera piloto, además, se aplicó el índice Alfa de Cronbach para evidenciar la fiabilidad del cuestionario y finalmente se realizó un análisis factorial exploratorio. El cuestionario piloto de 15 ítems fue aplicado a 180 docentes y autoridades. El método V de Aiken evidenció una validez de contenido del 90% al 100% en los 15 ítems. La fiabilidad indicada por el Alfa de Cronbach fue de 0,960, del mismo modo, se determinó dos componentes basada en el porcentaje de varianza representado por cada factor. El primer componente representó el 69% de la varianza y el segundo componente en las sumas de rotación obtuvo un 32% de varianza, en tal sentido, el componente 1 se denominó percepción de la inclusión de estudiantes con discapacidad intelectual con una integración de 8 ítems y el 2 se denominó percepción sobre el desarrollo de aprendizaje con 6 ítems, obteniendo una correlación de interfaz de 0,76 y 0.64, lo cual reveló una correlación positiva moderada entre los dos componentes. Se concluye que la validez es un proceso continuo, por lo mismo, la validación demostró que el cuestionario es apto para conocer la percepción de docentes sobre discapacidad intelectual y aprendizaje. Abstract. It is indispensable that professionals enrolled in the Education System provide information about Intellectual disability and Learning, this information should go further than the evidence found and teachers perceptions. It is also necessary to have access to the assessment instruments. The main goal of this research was to validate the questionary about Intellectual disability for students of Primary and Secondary Education. This research was done in Ecuador (South America) the participants were teachers and school authorities of different schools. The contents of this questionary were validated by experts and V-AIKEN score method as pilot test. In addition, Cronbach’s alpha measure was applied to measure the reliability of the questionary and finally the exploratory factor analysis of the results. The pilot questionary consisted of 15 items and was applied to 180 teachers and school authorities, the V-AIKEN method reveled 90% to 100% of reliability of the 15 items. The accuracy showed by Cronbach’s alpha measure was 0,960 in the same way, two components were determined in the variance corresponding to each fact. The first component constitutes 69% of variance and the second component the results gives 32 % of variance. Thus, the first component nominated Inclusion of students with Intellectual Disability integrates 8 items and the second called Learning Development involves 6 items, this generated an interaction of interface of 0,76 and 0.64. This revealed a moderated positive correlation of both components. In conclusion the Validating Search Processes is continuous. Therefore, this process demonstrated that the questionary is appropriated to learn about the teacher’s perception on intellectual disability and the learning process.

Repositioning teachers as assessors:

The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. The contemporary curricular policy reforms encourage teachers to take an agentic role in assessment, but multiple dimensions of the environment affect its realisation. Drawing on an ecological approach to teacher agency, this empirical study investigated how Korean secondary English teachers (KSETs) perceive and enact their own teacher agency in assessment within the ecosystem of Korean education. The dataset for the study comprises semi-structured interviews with 15 KSETs. The interview questions involved the main themes such as personal experiences over the life course regarding assessment and professional practice in assessment. The findings from the thematic analysis indicate that past environment like the excessive emphasis on high-stakes standardised testing still affected teacher perception and teacher agency in the present assessment practices directed by a curricular reform, and the incongruence the teachers experienced between past and present environment significantly influenced the enactment of teacher agency. The findings suggest teachers aspire to enact teacher agency regarding assessment through the critical interpretation of their iterative experiences, present affordances, and projective orientation. Aspirations can be compromised, however, through negotiations with the environmental conditions in assessment practice, and teachers struggle to enact teacher agency leading to ecological transformation. This study concludes with practical implications to enhance teacher agency in assessment, theoretical implications regarding the conceptual expansion of the ecological perspective and suggestions for future research.

SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY

The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning.

Teacher Perception toward Offline Final Examination on Covid-19 Pandemic

The purpose of this study was to determine the implementation of the semester exams with an offline system. To get more accurate information about teachers' perceptions of the quality of student answers in the semester exams and student compliance with the rules of returning the questions promptly. The research method used is quantitative research methods with descriptive research design. The sample used in this study was 49 teachers who taught various subjects listed in the 2013 revised SMK level curriculum. While the data collection tools used were observation, questionnaires, interviews, literature study, then explained through tables and presented or tabulated by the teacher's answers using formulas. The results showed that the teacher's perception of students' answers in the offline system semester exams was poor or 63.26%. Meanwhile, students' compliance with the rules of returning the questions and answers showed that they were on time or 48.97%. So the researchers argue that the implementation of the semester exams with the offline system needs to be improved or look for other ways to improve the quality of student answers. And student compliance in returning questions and answers can be maintained and further enhanced for students who are still in the category of not being on time and not on time.

Teacher evaluation of the impact of The Imagineerium education project on the creativity of individual students: The Trowsdale Index of teacher observation of student creativity

In order to evaluate the impact of The Imagineerium a 10-week educational project, teachers were asked to observe and rate the behaviour of a pilot sample of 135 participating students both at the beginning and at the end of the 10-week period. Scores recorded on the seven-item Trowsdale Index of Teacher Observation of Student Creativity (TITOSC) showed a significant increase between time one and time two. In order to test the reproducibility of these findings the same index was employed a year later in a replication study among 139 students. On this occasion also, scores recorded on the seven-item Trowsdale Index of Teacher Observation of Student Creativity showed a significant increase between time one and time two. These data support the effectiveness of educational experience in enhancing teacher perception of creativity displayed by individual students.