Teachers  Experiences on Instructional Design Based Professional Development: A Narrative Inquiry

Altun, Sertel; Yabaş, Defne; Nayman, Hüma Bal

doi:10.26822/iejee.2021.227

Cited by 5 publications

(9 citation statements)

References 32 publications

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“…Finally, the EFL teachers should employ the existing facilities and infrastructure to support the DC implementation. However, meeting all of the aspects to establish DC in EFL teaching took work (Altun et al, 2022;Endeshaw, 2023;Suprayogi & Valcke, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The teachers should map the student's potential by observing one-by-one performance. Moreover, the teachers found finding resources or teaching materials that suit each student's needs and interests difficult since the institution or schools have not fully supported them (Altun et al, 2022). The teachers, again, should spend more time to seek for the material at any time and place and employ their own internet access.…”

Section: Discussionmentioning

confidence: 99%

“…It increased the students' motivation and provided a more supportive learning environment. Hence, due to DC implementation benefits, some studies highlighted the positive attitude of EFL teachers at various levels toward the implementation of DC as shown in some studies (Fitra, 2022;Gusteti & Neviyarni, 2022;Maruf, 2023;Wahyuningsari et al, 2022), though some other studies found DC implementation promotes challenges (Altun et al, 2022;Endeshaw, 2023;Suprayogi & Valcke, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

Muslimin,

Khan

2024

J. Eng. Foreign. Lang.

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The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

Muslimin,

Khan

2024

J. Eng. Foreign. Lang.

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“…Recent educational research conducted by Hallinger et al (2018) and Murphy et al (2013) found that teacher evaluation is crucial in improving efficiency and building a functional school management system. Also, the feedback that principals provide in building the capacity and skills of teachers for classroom management has been defined by many researchers as one of the essential elements of successful school leadership (DiPaola & Hoy, 2018), these findings are supported by the research of Altun et al (2021), were teachers insist on receiving detailed feedback regarding their work, with suggestions in each stage regarding teaching process, what they did wrong and how to improve those mistakes. Consequently, by improving the work process in the school, the opportunities for professional development of teachers and improvement of achievement increase for students.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

Krasniqi¹,

Ismajli²

2022

iejee

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The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects classroom management skills. Because self-efficacy is vital in determining teacher effectiveness and student achievement, little is known about the role of the teacher evaluation process in the self-efficacy and classroom management skills development of teachers. Quantitative correlational design methods were used to conduct this research, and the sample was chosen using the simple random sampling of 379 teachers in primary and lower secondary schools in the Republic of Kosovo. Data were gathered using the Teacher Sense of Efficacy Scale (TSES) long form, adapted and modified to meet the research objectives. A moderately positive relationship between evaluation frequency and feedback frequency, feedback frequency, and teacher self-efficacy in classroom management skills was revealed in this study. Additionally, a strong positive correlation between feedback on classroom management and teacher self-efficacy in classroom management skills was also observed. The more frequently teachers go through the performance evaluation process and the more feedback they receive, the more their self-efficacy grows and they develop classroom management skills.

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“…It includes the ability to think critically and solve problems, as well as the ability to understand and use information [3]. Literacy is the ability to identify, understand, interpret, create, communicate, and write about a variety of topics [4,5]. In addition, literacy is the ability to analyze a reading and understand the concepts behind the reading.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students

Indrawatiningsih,

Qomariyah,

Nubita

et al. 2024

AJESS

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Literacy and numeracy are one of the critical thinking skills in solving daily life problems that must be possessed by every individual. Based on data obtained from PISA, the level of literacy and numeracy skills in Indonesia is still relatively low, which ranks 62nd out of 70 countries. Therefore, efforts are needed to improve literacy and numeracy skills, one of which is through Differentiated Learning Activities. This study aims to determine the effectiveness of differentiated learning implementation in improving students' literacy and numeracy skills. The subjects of this study were fifth grade students one of elementary school in Pasuruan with a total of 18 students. The instruments used in this study were pretest and post-test sheets, observation sheets, and documentation. The method used in this research is an experiment with a pre-experimental design (One Group Pretest-Posttest) using the t test. Data collection techniques are observation, tests (pretest and posttest), and documentation. This study found that the application of differentiated learning can improve the literacy and numeracy skills of elementary school students. This is obtained from the results of the t test which shows that literacy skills obtained a significance value = 0.04452 and numeracy skills obtained a significance value = 0.000938 with α = 0.05. Based on the test criteria that the significance value <0.05 means that differentiated learning can improve students' literacy and numeracy skills. In addition, the average score of the post-test results on literacy skills is 73.611. While the average score of the post-test results on numeracy skills is 70.277 so that the average result of normalized gain with a literacy ability value of 0.53 and a numeracy ability value of 0.58. The differentiated learning activities that have been carried out can improve students' literacy and numeracy skills.

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Teachers Experiences on Instructional Design Based Professional Development: A Narrative Inquiry

Cited by 5 publications

References 32 publications

Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills

Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students

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