Do years of teaching experience make a difference for teachers working in Abu Dhabi government schools?

Abstract

In Abu Dhabi, the capital of the United Arab Emirates, subject teachers of English medium in government schools are recruited from overseas and have a wide range of years of teaching experience. Research is divided into whether or not years of experience necessarily translates into a positive correlation with student-centred classroom practice such as the use of hands-on learning and inquiry-based approaches to learning in science. Abu Dhabi is in the process of dramatically overturning its education system, resulting in at times challenging teaching environments. Teachers working here are in the unique situation of being part of a rapidly developing education system and face similar challenges regardless of their years of experiences. This study surveys 249 expatriate English medium teachers to explore how their number of years of experience varies with their classroom practice, teaching beliefs and confidence levels. Although teachers with more experience were far more likely to express confidence in their own abilities (self-efficacies), we found the classroom practices of those between five and ten years of experience aligned most closely with inquiry-based, student-centred learning approaches applied in Abu Dhabi classrooms.
 Keywords: Years’ teaching experience, classroom practice, reform.

Teachers of English Assessment Literacy: Unveiling What They Know and Do

“…It seems that length of working experience and higher educational qualification gave benefit to their competence. This finding cohered with previous research reporting that length of working experience gave teachers more experience and made them confidence in their own abilities (Dickson, McMinn, & Kadbey, 2019); short experience of novice teacher in teaching affect their efficacy in performing expected task where guidance was still needed (Faez & Valeo, 2012). However, other studies informed that self-efficacy of teachers contribute more on students' achievement rather than teachers' length of teaching experience and qualification (Guo, Connor & Morrison, 2012) and teachers' advanced degrees did not necessarily affect students' achievement although teachers teaching experience may influence students achievement (Buddin & Zamarro, 2009).…”

The influence of demographic factors on teacher-written feedback self-efficacy in Malaysian secondary school teachers

“…Hence, Hypothesis 2: There is no relationship between teacher written feedback self-efficacy and teaching experience was accepted. Similarly, findings showed that teachers' teaching experience negatively influenced teachers' self-efficacy in teaching practices Dickson, M., McMinn, M. & Kadbey, H., 2019). However, the findings from the previous study conducted by Lumpe, Czerniack, Haney & Beltyukova (1999) shows that the number of years of teaching was significantly affected context selfefficacy beliefs.…”

“…According to Huberman (1989), the teachers sometimes begin to reach out for help after the first or two years of teaching. They can take stock of their teaching a little at this stage, past the frenzy and challenges of the novice years (Dickson, M., McMinn, M. & Kadbey, H., 2019). However, more experienced teachers may have a desire to update their skills because the skills they acquired during teacher training begin to fade (Badlishah & Majid, 2016;Greenwood, 2003).…”

The relationship between university teachers' self-evaluation of online teaching and their background: based on the survey of 334 Chinese universities

“…The number of courses will affect teachers' evaluation and satisfaction with teaching, in which too many courses will consume too much energy of teachers and cause them to feel burnout (Ismayilova and Klassen, 2019). The years of teaching also affects teacher's teaching practice and teaching efficacy and then affects their teaching evaluation (Dickson et al , 2019). It has been found that self-assessments involving a wide range of personality traits and specific core traits are significantly associated with job satisfaction, job performance and life satisfaction (Judge et al , 2003).…”