Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

AL-Naimi, Shaikha R.; Romanowski, Michael H.; Du, Xiangyun

doi:10.26803/ijlter.19.9.7

Cited by 8 publications

(6 citation statements)

References 61 publications

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“…Traditionally prepared students in China generally take three types of courses: general education courses, subject-specific courses, and teacher education courses, and they are required to devote more than half of their professional learning time to general education and teacher education (Qiao & Lai, 2019; Zhou, 2014), which makes it difficult for them to learn subject knowledge in depth and limiting their future development of curriculum leadership to some extent. Another outstanding problem is the failure to link theory and practice in teacher education programs, resulting in a considerable gap between the curriculum teachers learn in teacher education colleges and those in primary and secondary schools (Al-Naimi, et al, 2020). Thus, some teachers are unable to apply the theories learned in teacher preparation programs to classroom practice (Qadhi et al, 2020), which affects teachers’ performance in teaching practice.…”

Section: Discussionmentioning

confidence: 99%

Do Traditionally Certified Teachers Really Have Better Curriculum Leadership Than Alternatively Certified Teachers? Based on an Empirical Study in China

Xu,

Wang,

Chen

et al. 2024

Sage Open

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With the gradual improvement of open teacher selection mechanisms, the comparison of traditionally and alternatively certified teachers has become one of the international focuses in teacher research. Current studies have compared teachers of different certification pathways from multidimensional perspectives; however, no study has yet compared the differences in curriculum leadership between the two types of teachers. Teacher curriculum leadership is the ability of teachers to collaborate with stakeholders in the curriculum area to promote curriculum optimization and the development of students and teachers, and it includes three dimensions: teachers’ curriculum leadership views, practices and identity. This study conducted a comparative analysis of the curriculum leadership of traditionally and alternatively certified teachers based on data from 9,068 teachers of 20 provinces in China. Independent samples t-test and multiple linear regression analysis revealed no significant differences between traditionally and alternatively certified teachers on the overall level of curriculum leadership and the three sub-dimensions of curriculum leadership views, practices, and identity. Theoretically, it provides new evidence for the debate about whether there are differences between the two types of teachers by further corroborating the conclusion that there is no significant difference in the educational effectiveness of traditionally and alternatively certified teachers. Practically, it justifies the rationality of an open teacher selection mechanism and points the way to further reforms in university teacher education.

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Section: Discussionmentioning

confidence: 99%

Do Traditionally Certified Teachers Really Have Better Curriculum Leadership Than Alternatively Certified Teachers? Based on an Empirical Study in China

Xu,

Wang,

Chen

et al. 2024

Sage Open

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“…[28] revealed that secondary teachers from different content areas in one school in the Midwest region in the United States of America adjusted their lessons to the New Normal, which they believed could have an effect on the delivery of lessons. [2] divulged in their study that novice teachers used coping mechanisms to obtain a state of psychological and spiritual calm in teaching in the New Normal. Relatedly, [23] found out that language teachers maintained positivity during the COVID-19 pandemic.…”

Section: Strategizing Ways To Promote Transfer Of Learningmentioning

confidence: 99%

Teaching in the New Normal through the Lenses of English Teachers

Nedamo

Pineda

2023

JHED

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This study looked into the challenges that two Senior High School teachers of English and four Junior High School teachers who taught in a Schools Division in one of the cities in the Philippines encountered in teaching English to high school students, into their coping strategies, and into the insights they gained into such experiences vis-à-vis lesson preparation, lesson delivery, modular teaching modality, and assessment of students’ outputs in the New Normal during the School Year 2020-2021. Narrative research design was employed, and thematic analysis was used to identify, analyze, and interpret patterns of meaning within the data provided by the participants who composed the entire population. The findings reveal the following themes that were gleaned from the participants’ responses. As for the challenges the participants encountered, the following themes were obtained: (1) Preparing Learning Activities that Best Suit Students’ Needs; (2) Finding Ways and Means to Reach Out to Students; (3) Lack of Supervision Engenders Unanswered Retrieved Modules or Unreturned Modules; and (4) Ensuring the Authenticity of Students’ Answers. As regards the coping strategies the participants employed in dealing with the challenges they encountered, the following themes were derived: 1) Functioning at an Optimal Level by Engaging in Favorable Plans of Action; (2) Strategizing Ways to Promote Transfer of Learning; (3) Exuding Optimism and Providing Avenues to Facilitate Distance Learning; and (4) Making Room for Students to Submit Well-thought-out Outputs. With respect to the insight gained by the participants into the challenges they came up against and into the coping strategies they utilized to face up to those challenges, the following themes were attained: (1) Flexible and Enthusiastic Teaching Lead to Successful Lesson Planning; (2); Communication, Creativity, and Corroboration Foster Comprehension Amongst Students (3) Communication and Patience Cultivate an Environment Conducive to Modular Distance Learning; and (4) Devising a Course of Action for Evaluating Students’ Work is Propitious. Indeed, the teachers had the fortitude to face the difficulties that the New Normal brought and discovered that communication, creativity, corroboration, patience, and a plan for evaluating students' outputs could all contribute to effective teaching and learning.

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“…Despite the efforts made by the Department of Basic Education and the Department of Higher Education and Training in South Africa to support junior teachers, challenges experienced by these teachers persist (Esau & Maarman, 2021). Studies conducted in countries such as Turkey, Pakistan, United States of America and Qatar revealed that junior teachers lack adequate professional support and may feel unprepared to handle academic issues and manage learner behaviour (Ahmed et al, 2020;AL-Naimi et al, 2020;Ross-Hain, 2020;Kozikoğlu and Senemoğlu, 2018). It is imperative to acknowledge that pervasive challenges are not only confined to junior teachers within the African continent as they are also widely experienced by other teachers across the globe (Lodge et al, 2018;Abdurrahman, 2016).…”

Section: Introductionmentioning

confidence: 99%

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Sikhosana,

Mogale

2024

F1000Res

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Background This paper explored junior teachers’ experiences and approaches when facilitating practical work in Natural Sciences during teaching and learning. Grade 7 is the final year of primary school in South Africa, with students between the ages of 11 to 13. The researchers observed that there are enormous challenges encountered by junior grade 7 teachers when preparing, designing and conducting practical work in Natural Sciences teaching and learning. Methods A qualitative multiple case study design was used. Three grade 7 Natural Sciences junior level teachers were selected purposively as participants. Data was collected through classroom observations, semi-structured interviews and document analysis. Results The findings of this study revealed that some grade 7 junior Natural Sciences teachers were overwhelmed when facilitating practical work during teaching and learning. In addition, some of the grade 7 junior Natural Sciences teachers were unable to maintain discipline inside and outside the classroom environment when conducting practical work and demonstrations. The grade 7 junior Natural Sciences teachers had to use mechanism to cope with the demands associated with facilitation of practical work in Natural Sciences teaching and learning. Some of the approaches adopted by the grade 7 junior Natural Sciences teachers when facilitating practical work in Natural Sciences teaching and learning included group work, observations, demonstration, illustrations, projects and inquiry-based scientific investigations. Conclusion It is recommended that teachers be professionally trained on how to facilitate practical work to advance the new ways of teaching and learning as advocated by per the Curriculum Assessment Policy Statement document while empowering them with pedagogical content knowledge to enable them to achieve the aim and objectives of practical work in Natural Sciences teaching and learning.

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Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

Cited by 8 publications

References 61 publications

Do Traditionally Certified Teachers Really Have Better Curriculum Leadership Than Alternatively Certified Teachers? Based on an Empirical Study in China

Do Traditionally Certified Teachers Really Have Better Curriculum Leadership Than Alternatively Certified Teachers? Based on an Empirical Study in China

Teaching in the New Normal through the Lenses of English Teachers

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

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