The meaning of teacher education in an exam-oriented education system: lessons from novice secondary teachers in Korea

Ro, Jina

doi:10.1080/1359866x.2018.1499013

Cited by 18 publications

(9 citation statements)

References 30 publications

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“…The findings of this study are in accordance with a previous qualitative study by Ro (2019). In the qualitative study, novice teachers in Korea were observed to struggle in their role as homeroom teachers because the preservice training had focused on teachers becoming content experts but provided limited training for them to deal with students' mental issues.…”

Section: Discussionsupporting

confidence: 93%

Teacher experience and students' mental well‐being

Shin

2023

Journal of Adolescence

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IntroductionThe purpose of this study is to investigate the relationship between homeroom teachers' experience and students' mental well‐being, in addition to examining the underlying mechanisms that can explain the relationship.MethodsSecondary data from the Gyeonggi Education Panel Study was used. The analysis included 3002 fourth graders and 3090 first‐year middle school students in Gyeonggi province in South Korea, and the quasi‐random assignment of students into classrooms in South Korea was used. The level of students' mental well‐being was used as an outcome, and homeroom teachers' experience was used as an independent variable. Students' perception of their homeroom teachers' teaching skills and teachers' self‐perceived capacity for understanding students' behaviors were used for mechanism analyses.ResultsStudents assigned to homeroom teachers with less than 5 years of experience had lower mental well‐being than those assigned to more experienced homeroom teachers. Mechanism analyses revealed that teachers who had more than 5 years of experience were more confident about understanding their students than those who had less than 5 years of experience.ConclusionsHomeroom teachers' experience is highly associated with students' mental well‐being. To promote students' mental well‐being, deeper understanding of the relationship between teachers' experience and students' mental well‐being is necessary.

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Section: Discussionsupporting

confidence: 93%

Teacher experience and students' mental well‐being

Shin

2023

Journal of Adolescence

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“…Apart from that, students have been trained and drilled to answer questions that are already set with a familiar pattern in an examination-oriented education system, which encourages memorization (Ro, 2018). For instance, this method may help students pass and score in the examination but does not add up to STEM skills, such as real-world problem-solving, critical thinking, and science process skills (Chin et al, 2019;Porcaro, 2011).…”

Section: Issues Pertaining To Integrated Stem Education Implementationmentioning

confidence: 99%

Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

Markus

Sungkim

Ishak

2021

MJSSH

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The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.

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“…Other studies have also reported that raters with more teaching experience become more lenient (Hsieh, 2011;Kang, 2012;Weilie, 2018). Perhaps, teachers with less experience rate candidates with high severity level because they are more zealous and idealistic in preparing the candidates for examination (Ro, 2019). In fact, they were also reported to have the capability to follow standardization procedures, which affected their way of assessing students in the classroom context (Rappleye and Komatsu, 2018).…”

Section: Discussionmentioning

confidence: 99%

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

Noh¹,

Matore

2022

Front. Psychol.

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Evaluating candidates’ answers in speaking skill is difficult and rarely explored. This task is challenging and can bring inconsistency in the rating quality among raters, especially in speaking assessments. Severe raters will bring more harm than good to the results that candidates receive. Many-faceted Rasch measurement (MFRM) was used to explore the differences in teachers’ rating severity based on their rating experience, training experience, and teaching experience. The research uses a quantitative approach and a survey method to enlist 164 English teachers who teach lower secondary school pupils, who were chosen through a multistage clustered sampling procedure. All the facets involving teachers, candidates, items, and domains were calibrated using MFRM. Every teacher scored six candidates’ responses in a speaking test consisting of three question items, and they were evaluated across three domains, namely vocabulary, grammar, and communicative competence. Results highlight that the rating quality was different in terms of teachers’ rating experience and teaching experience. However, training experience did not bring any difference to teachers’ rating quality on speaking test. The evidence from this study suggests that the two main factors of teaching and rating experience must be considered when appointing raters for the speaking test. The quality of training must be improved to produce a rater with good professional judgment. Raters need to be supplied with answer samples with varied levels of candidates’ performance to practice before becoming a good rater. Further research might explore any other rater bias that may impact the psychological well-being of certain groups of students.

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The meaning of teacher education in an exam-oriented education system: lessons from novice secondary teachers in Korea

Cited by 18 publications

References 30 publications

Teacher experience and students' mental well‐being

Teacher experience and students' mental well‐being

Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

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