Understanding Pre-service Teachers’ Emotion Experience During Teaching Practice in Tanzania: Causes, Management Strategies and the Impacts in Teaching

Teacher‘s emotions serves as a central aspect of teachers’ life as it govern classroom interactions and have a significant impact on students’ learning. There are various factors that are associated with causing emotions and influencing teacher emotions like individual expectations, working environments or interaction patterns between sides. Given this, the study was structured to understand pre-service teachers’ emotional experience during teaching practices. Specifically, the study sought to examine the causes, management strategies and its impact in the process of teaching and learning. Data were collected from 87 participants who were pre-service teachers who had been in teaching practice for eight weeks. The quantitative data collected were analysed by using MS excel 2007 and presented in descriptive statistics while qualitative data were analysed by using thematic analysis and supported with direct quotes. The findings show that pre-service teachers experienced emotions when their expectations about students’ performances and active engagement were not met as well as when they achieved their goals of creating active learning environments. In situations that generated negative emotions, pre-service teachers sought advice from experienced teachers, they engaged in refreshing activities like listening to music, playing games or in classroom situations they were flexible to change to more interesting and engaging methods. The findings further revealed that impact of emotional experience is in two folds. On one side teachers become motivated to try new innovation and creativity when they experience positive emotion while on the other side they become discouraged when they experience negative emotions. Based on these findings, it is recommended that more studies on emotional dissonance should be conducted to help broader understanding of teacher emotions and how they can help improve their teaching. Keywords: emotion experience, pre-service teachers, teacher education, teaching practice DOI: 10.7176/JEP/11-9-12 Publication date:March 31st 202

Scaffolding Strategies to Support English Language Learning in Reading Comprehension: A Case Study

Reading is one of the most challenging language skills for elementary school students. To obtain a literacygrasp of reading English texts, appropriate learning tactics and approaches are required. This study aimsto explore the scaffolding strategy and the students’ perception on the strategy they used to understandreading text. The study used the descriptive method by collecting data from interviews and questionnaires.Twenty-nine students were given questionnaires to know the impact and usefulness of the Scaffolding.Observation and interviews were used to see the situation in the learning process. Data collected wasanalyzed using qualitative data analysis techniques. Based on the result, there are three types of strategies,namely the pre-reading stage, the reading stage, and the post-reading stage. The types of Scaffoldinggiven by the teacher are Modeling, Bridging, Contextualizing, Schema Building, and Metacognition. Itindicates that scaffolding strategy helps the student pronounce the words and understand the meaning.The study implies that the scaffolding technique is expected to be a reference material and choice forevery teacher in learning to read and understand English texts. Scaffolding is a structured learning supporttechnique used at an early stage to encourage students to learn independently

Teaching in the age of Covid-19—1 year later

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education on 10/08/2021, available online: https://doi.org/10.1007/s42438-021-00243-7 The accepted version of the publication may differ from the final published version.Published onlin

Teaching in the Age of Covid-19

This is an accepted manuscript of an article published by Springer in Postdigital Science and Education on 07/08/2020. The published version of record can be accessed at https://doi.org/10.1007/s42438-020-00169-6. The accepted version of the publication may differ from the final published version