Challenges and Solutions: The Experiences of Newly Qualified Science Teachers

Boakye, Cecilia; Ampiah, Joseph Ghartey

doi:10.1177/2158244017706710

Cited by 29 publications

(31 citation statements)

References 9 publications

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“…This finding is also confirmed by Boakye and Ampiah (2017), who found that students were handicapped because of their inadequate knowledge of the English language and because they did not have the basic knowledge expected of them. In the Indonesian context, this finding is also similar to what Sayuri (2016) found in fresh pre-service teachers.…”

Section: Students' Interests and Ability In Englishsupporting

confidence: 63%

“…This study has indicated that the teachers generally used various teaching strategies to deal with their problems in teaching English at remote secondary schools in Indonesia (Boakye & Ampiah, 2017;He & Cooper, 2011). They also employed diverse learning resources to cope with the limited support for teaching and learning in their schools, particularly for their professional development.…”

Section: Coping With the Curriculum Dilemmamentioning

confidence: 99%

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Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

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Section: Students' Interests and Ability In Englishsupporting

confidence: 63%

Section: Coping With the Curriculum Dilemmamentioning

confidence: 99%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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“…Keengwe et al (2016) indicated that there was a gap between the program of study provided to trainee teachers and the reality existing in schools such as inadequate teaching skills and learning materials. Boakye and Ampiah (2017) indicated that newly qualified teachers had low selfefficacy and inadequate knowledge and skills. Such a deficit needs to be addressed (Ulla, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants' performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

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“…Besides that, other teachers especially those teaching science subjects also faced a lot of challenges in classroom teaching such as (i) lack of resources for teaching and learning, (ii) time management especially to finish the syllabus and achieve lesson objectives, (iii) deficiency in content knowledge, (iv) inability of students to understand the lesson taught, (v) student's discipline in classroom, (vi) lack of student interest in subject matter, and (vii) inability to complete the integrated syllabus of the subjects (Boakye & Ampiah, 2017). Generally, from all of the above reviews, it is possible to conclude that teachers face a lot of problems and challenges in teaching and learning; and at the same time they still do not have the best model to guide them.…”

Section: Introductionmentioning

confidence: 99%

Communication Skills: Top Priority of Teaching Competency

Ibrahim

Yusof²,

Aslamiah³

et al. 2019

IJLTER

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Teachers' competence has been identified as the most effective contributor to student's achievement. Despite high expectations, diversity of backgrounds and student variations have led to the teaching and learning process to be challenging, causing teachers to be less clear to choose the best teaching method to be implemented in the classroom. This study was conducted to develop a model for determining the best constructs and skills to measure teaching competence. This crosssectional survey study involved 328 teachers of secondary schools at province of Terengganu, Malaysia. The data were collected through questionnaires and analysed using SEM-AMOS by emphasizing four main elements of measurement such loading factor, convergent validity, discriminant validity and composite reliability. This study had successfully developed a measurement model of teacher's teaching competency that contains constructs of (i) communication with students, (ii) teaching strategies, and (iii) classroom management. The findings also identified 21 behavioural skills that teachers can use to improve their teaching competence. It is recommended to all parties whether teachers or educational leaders to utilize this result towards empowering the quality of teacher's teaching, especially in terms of improving the training curriculum, teaching supervision, incentive schemes, promotions and so on.

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Challenges and Solutions: The Experiences of Newly Qualified Science Teachers

Cited by 29 publications

References 9 publications

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Communication Skills: Top Priority of Teaching Competency

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