This study examines the dynamics of the first-time teaching experience of graduate instructors, drawing on interview and focus group data from 35 sociology students in a doctoral program at a large ...university in the United States. Results indicate the majority of graduate instructors felt a great deal of anxiety due to challenges they faced when teaching their own course for the first time: challenges such as feelings of unpreparedness, constant and unremitting time demands, problems with students, a lack of confidence, and insufficient support. Instructors employed a number of informal strategies in attempts to mediate the personal and professional impact of these challenges. Strategies included adjusting expectations, making sacrifices, becoming savvy, and creating informal peer networks that provided social support and increased access to resources. Findings indicate the need for institutional-level changes, including how graduate student teaching is viewed within the discipline and the ways graduate instructors are supported and prepared to teach. This article concludes with specific recommendations for graduate programs and sociology departments of sociology.
The purpose of this article was to describe the experiences of teachers in returning to classes during the covid-19 pandemic in a rural primary school in Yucatán, Mexico. The study was qualitative, ...based on an educational ethnographic study design. The information was obtained through semi-structured interviews addressed to six primary school teachers. The results were obtained by analyzing and categorizing the responses. Among the main results, the difficulties in adapting to hygiene standards and handling of children were observed, in the challenges and challenges the use of the face mask, the curricular modification, the lack of digital tools and the problems with connectivity, as well as the effects on health and experience on return. However, it is recognized that the adaptation of the curricular content contributes to continuing the teaching and learning process in person and at a distance. It concludes by attributing relevance in terms of the difficulties, challenges and challenges of returning to school, considering the influence of the conditions of the rural community where the primary school is located.
O objetivo deste artigo foi descrever as experiências de professores no retorno às aulas durante a pandemia de covid-19 em uma escola primária rural em Yucatán, México. O estudo foi qualitativo, baseado em um desenho de estudo etnográfico educacional. As informações foram obtidas por meio de entrevistas semiestruturadas dirigidas a seis professores do ensino fundamental. Os resultados foram obtidos por meio da análise e categorização das respostas. Entre os principais resultados, foram observadas as dificuldades de adaptação aos padrões de higiene e manejo das crianças, nos desafios e desafios são apontados o uso da máscara facial, a modificação curricular, a falta de ferramentas digitais e os problemas com conectividade. bem como os efeitos sobre a saúde e a experiência no regresso. No entanto, reconhece-se que a adaptação do conteúdo curricular contribui para a continuidade do processo de ensino e aprendizagem presencial e a distância. Conclui atribuindo relevância às dificuldades, desafios e desafios do regresso à escola, tendo em conta a influência das condições da comunidade rural onde se situa a escola primária.
El presente artículo tuvo como propósito describir las experiencias de los docentes en el regreso a clases durante la pandemia por covid-19 de una escuela primaria rural en Yucatán, México. El estudio fue de corte cualitativo, basado en un diseño de estudio etnográfico educativo. La información se obtuvo a través de entrevistas semiestructuradas dirigidas a seis docentes de educación primaria. Los resultados se obtuvieron mediante el análisis y categorización de las respuestas. Entre los principales resultados se observaron las dificultades en la adaptación sobre las normas de higiene y manejo de los niños, en los retos y desafíos se señala el uso del cubrebocas, la modificación curricular, la falta de herramientas digitales y los problemas con la conectividad, así como los efetos en la salud y la experiencia en el regreso. Sin embargo, se reconoce que la adaptación de los contenidos curriculares contribuyo a continuar con el proceso de enseñanza y aprendizaje de manera presencial y a distancia. Se concluye atribuyendo relevancia en cuanto las dificultades, retos y desafíos del regreso a la escuela, considerando la influencia de las condiciones de la comunidad rural dónde se ubica la escuela primaria.
Narratives reveal complex nets of experiences, typical of dynamic systems. Disentangling them reveals their nature, broadening and deepening the understanding of complex language teaching and ...learning processes. In this paper, we present over 20 years of research done in Brazil, focusing on foreign language teaching and learning experiences. Reviewing the motivation that led Author 1 to the emergence of experiential research, we discuss experience as a construct and unit of analysis and its complex nature; share visual representations of the complexity of teaching and learning experiences with illustrative data excerpts; and finally present teachers’ and students’ experiential frames of reference for research. To conclude, we defend experiential research as a successful approach to investigate language teaching and learning, hoping that other researchers may find it useful.
Se presentan resultados obtenidos en la formación de habilidades investigativas en un estudio de caso único compuesto por 28 estudiantes de la carrera Ingeniería en Ciencias Informáticas de la ...Universidad de las Ciencias Informáticas, Cuba, mediante el uso de entornos virtuales con énfasis en la colaboración científica en redes sociales académicas virtuales. La experiencia sustentada en una alternativa b-learning, fue desarrollada de septiembre de 2018 a febrero de 2019 en la asignatura de Gestión de Software. Como resultado, los estudiantes evidenciaron dominio de habilidades investigativas y adecuados niveles de interactividad en los diversos entornos digitales diseñados.
ABSTRACT
BACKGROUND
In this study, we explore how a health education course may play a role in pre‐service teachers' perceptions in teaching and integrating health education activities to nurture K‐8 ...students' health literacy.
METHODS
We used mixed methods to examine the effect of a health education course in a teacher education program. Of 55 pre‐service teachers, 41voluntarily participated in the study. Quantitative data were obtained through an online questionnaire administered to participants at the beginning and end of the course. We conducted 6 focus groups at the end of the course.
RESULTS
The inferential analysis from a series of analysis of variance with repeated measures revealed significant differences in health knowledge (F = 113.39, p < .01, η2 = 0.74), preparedness (F = 104.74, p < .01, η2 = 0.73), attitudes (F = 15.02, p < .01, η2 = 0.28), and beliefs (F = 8.87, p < .01, η2 = 0.19) between time points. Qualitative data led to the conclusion that where one health education course is insufficient, such a course is the first step into future curriculum development and implementation.
CONCLUSION
One health education course might be beneficial for general education teachers to increase their knowledge and preparation to teaching school health. On‐going training is needed for program success.
Qualitative narrative inquiry using exploratory interviews with five experienced secondary school science teachers in Trinidad and Tobago were analysed to reveal what learnings can be derived from ...the experiences and stories shared by these individuals. The stories present science teaching as an evolutionary process, which portrays science teaching with the following attributes: a work in progress, a haven for students, a lifelong vocation, and a personal commitment. Integral elements of science teaching as a process rather than a product in an atmosphere of discipline, respect, and trustworthiness were revealed. While this work is instructive for aspiring teachers and has several implications for teacher preparation programmes, the aim in this instance is to share the stories of these five teachers, and in that regard it serves a celebratory rather than a theoretical purpose.
Teaching for the first time can be a challenging but rewarding experience. For first-time graduate student instructors, however, it also officially marks the transition from student to teacher—a ...process that can be both transformational and emotion-laden. In this article, we use content analysis of 86 first-time sociology graduate student instructors' reflections on their first semester teaching to explore the emotional aspects of first-time college teaching, an aspect that has received little attention in the existing literature. We describe the range of emotions—both positive and negative—first-time instructors highlighted in these written reflections, as well as their discussions of emotional highs and lows, emotional surprises, connections to pedagogical strategies, and the role of formal and informal departmental support in dealing with the emotional aspects of teaching. We conclude with the implications of these findings for graduate student teacher training and preparation programs and directions for future research.
International graduate students serving as teaching assistants constitute a major component of the teaching of undergraduate students at U.S. universities, particularly in engineering. Prior ...literature on these international teaching assistants (ITAs) generally characterizes their linguistic experiences as challenges. This characterization can be attributed to an institutional environment that is reluctant to accommodate diverse ways of speaking English. This study applies an intersectionality framework to explore the variations in ITAs' English-language experiences and the influence of the academic context on these experiences using semi-structured interviews and weekly reflections collected from seven engineering ITAs over a semester. Results of data analysis suggest that ITAs' English proficiency varies based on their prior exposure to English in their home countries, and their English competence improves through their teaching experiences in the United States. Participants' experiences also highlight a perceived expectation to not only use English while teaching but also to adapt to American English.
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