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

The Effectiveness of Using Padlet in Collaborative Writing Based on Students’ Perceptions

The phenomena of technological growth in English instruction are expanding quickly all over the world.This progress happens not just in wealthy nations, but also in emerging nations, where the instructor mustdevelop technology-based teaching strategies and tools when teaching English. Indonesia, a developingnation, places a strong emphasis on expanding the use of technology in EFL instruction. English wassubsequently included in the general curriculum and even taught to kids in elementary schools as a directresult of this choice. This study will use Padlet as a digital tool that may be used in a writing class topique kids’ interest in learning English, especially in a writing class. Additionally, this study intends topromote the use of collaborative writing to make it simpler for elementary school pupils to use Padlets inwriting lessons. Through the use of qualitative research techniques, this study set out to learn more abouthow elementary school kids perceived using Padlets for group writing projects. A total of 52 elementaryschool kids in grades 4 and 5 participated in this study. We conducted semi-structured interviews toget data from participants. After the data has been collected, it will be processed using various contentanalysis techniques. Researchers received feedback from students who claimed that the usage of Padlets inEFL classes, particularly in collaborative writing, produced several themes. These themes include thatusing Padlet in collaborative writing can increase students’ self-confidence, that Padlet also helps studentsimprove their fluency in writing, and that Padlet is easy to use, has attractive features, and is simple tooperate

Mathematics Teachers’ Use of WhatsApp Groups as a Platform for Continuous Professional Development in Tanzania

Updating mathematics teachers’ pedagogical skills and content knowledge is inevitable as the trend of students’ performance in Tanzania is alarming. Currently, social media have been one of the strategies for elevating mathematics teachers’ professional competencies through online learning communities. The study aimed at examining how mathematics teachers use Informal WhatsApp Groups (IWGs) as one of the social media for Continued Professional Development (CPD). Key study questions are what are the perceptions of mathematics teachers on the benefits of IWGs in CPD? How do mathematics teachers use IWGs for CPD-related activities? What are the challenges they encounter? And what Mathematics teachers recommend for better use of IWGs for CPD? Two IWGs were involved with a total of 54 mathematics teachers who are currently teaching in secondary schools. The open-ended questionnaire was shared in the IWGs, and members accepted to fill it. Ten members including those who have been in the IWGs for a longer period, those who frequently posted or asked questions, and group leaders were invited for interviews. The findings show that the IWGs have contributed to teachers developing their pedagogical skills and content knowledge through sharing experience, and materials and demonstrating teaching practices in video clips. The challenges include the problem of internet accessibility, inactiveness of members, and lack of effective criteria for evaluating the validity and reliability of information shared. The recommendation is for the authorities to set supportive policies and practices that will create enabling environments for mathematics teachers on CPD

Mathematics Teachers’ Use of WhatsApp Groups as a Platform for Continuous Professional Development in Tanzania

Updating mathematics teachers’ pedagogical skills and content knowledge is inevitable as the trend of students’ performance in Tanzania is alarming. Currently, social media have been one of the strategies for elevating mathematics teachers’ professional competencies through online learning communities. The study aimed at examining how mathematics teachers use Informal WhatsApp Groups (IWGs) as one of the social media for Continued Professional Development (CPD). Key study questions are what are the perceptions of mathematics teachers on the benefits of IWGs in CPD? How do mathematics teachers use IWGs for CPD-related activities? What are the challenges they encounter? And what Mathematics teachers recommend for better use of IWGs for CPD? Two IWGs were involved with a total of 54 mathematics teachers who are currently teaching in secondary schools. The open-ended questionnaire was shared in the IWGs, and members accepted to fill it. Ten members including those who have been in the IWGs for a longer period, those who frequently posted or asked questions, and group leaders were invited for interviews. The findings show that the IWGs have contributed to teachers developing their pedagogical skills and content knowledge through sharing experience, and materials and demonstrating teaching practices in video clips. The challenges include the problem of internet accessibility, inactiveness of members, and lack of effective criteria for evaluating the validity and reliability of information shared. The recommendation is for the authorities to set supportive policies and practices that will create enabling environments for mathematics teachers on CPD

Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program

This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, gather online information, and access learning materials through journal subscriptions to enhance preservice teachers’ learning. Thus, integrating ICT during teacher training is paramount, and teacher educators should be assisted and encouraged to develop positive attitudes in learning and to apply ICT in their teaching practices. Concomitantly, equipping preservice teachers with ICT-based pedagogical skills, not only through specialized ICT courses, but also through observing how teacher educators use it, has a significant impact on transforming teaching practices in their future classrooms

Transformando el Programa de Formación Inicial Docente con Tecnologías Móviles. Una síntesis de evidencias cualitativas

Les tecnologies mòbils s'han utilitzat cada cop més en l'educació per millorar l'ensenyament i l'aprenentatge entre els estudiants. Els autors han revisat estudis qualitatius que se centraven en enfocaments per transformar els programes de formació inicial de docents amb tecnologies mòbils. Amb l'ús de l'enfocament metaetnogràfic, comparem, contrastem i interpretem la síntesi d'evidències qualitatives a través de nombrosos estudis. En aquesta revisió es van analitzar 13 estudis elegibles de Web of Science realitzats a diferents països entre el 2012 i el 2022. Les troballes s'han dividit en tres seccions: (1) tema relacionat amb les concepcions sobre l'ús de tecnologies mòbils a nivell micro (per exemple, percepcions i possibilitats). ), (2) temes relacionats amb enfocaments institucionals al nivell meso (per exemple, formació professional, suports tècnics, entorn motivador i col·laboratiu) i (3) tema relacionat amb polítiques i suports financers al nivell macro. Amb base a aquestes troballes, s'ha desenvolupat un model per transformar els programes de formació inicial docent amb tecnologies mòbils. Mitjançant debats intensius sobre els resultats, s'han obtingut conclusions factibles i es proporcionen orientacions per a futures investigacions sobre tecnologies mòbils.Mobile technologies have increasingly been used in education for enhancing teaching and learning among students. The authors reviewed qualitative studies that focused on approaches towards transforming initial teacher education programs with mobile technologies. With the use of meta-ethnography approach, we compared, contrasted and interpreted the synthesis of qualitative evidences across numerous studies. This review analyzed 13 eligible studies from Web of Science conducted in different countries from 2012 to 2022. The findings were divided into three sections: (1) theme related to conceptions about the use of mobile technologies at micro-level (e.g., perceptions and affordances), (2) themes related to institutional approaches at the meso-level (e.g., professional training, technical supports, motivating and collaborative environment) and (3) theme related to policies and financial supports at the macro-level. Based to these findings, the model for transforming initial teacher education programs with mobile technologies was developed. By intensive discussions of the results, feasible conclusions were derived and future directions for further research on mobile technologies were provided.Las tecnologías móviles se han utilizado cada vez más en la educación para mejorar la enseñanza y el aprendizaje entre los estudiantes. Los autores han revisado estudios cualitativos que se centraban en enfoques para transformar los programas de formación inicial de docentes con tecnologías móviles. Con el uso del enfoque meta-etnográfico, comparamos, contrastamos e interpretamos la síntesis de evidencias cualitativas a través de numerosos estudios. Esta revisión analizó 13 estudios elegibles de Web of Science realizados en diferentes países entre 2012 y 2022. Los hallazgos se han dividido en tres secciones: (1) tema relacionado con las concepciones sobre el uso de tecnologías móviles a nivel micro (por ejemplo, percepciones y posibilidades). ), (2) temas relacionados con enfoques institucionales en el nivel meso (por ejemplo, formación profesional, apoyos técnicos, entorno motivador y colaborativo) y (3) tema relacionado con políticas y apoyos financieros en el nivel macro. Con base en estos hallazgos, se desarrolló un modelo para transformar los programas de formación inicial docente con tecnologías móviles. Mediante debates intensivos sobre los resultados, se derivaron conclusiones factibles y se proporcionaron direcciones futuras para futuras investigaciones sobre tecnologías móviles

Teaching in the Age of Covid-19—The New Normal

This collection, titled ‘Teaching in the Age of Covid-19—The New Normal’, is a collection of short testimonies and workspace photographs submitted in the first half of 2022. In numbers, the collection consists of 67 textual testimonies and 65 workspace photographs submitted by 69 authors from 19 countries: USA (13), New Zealand (8), India (7), Sweden (6), UK (6), Australia (5), Denmark (4), Canada (3), China (2), Croatia (2), Finland (2), Ireland (2), Nigeria (2), Tanzania (2), Brazil (1), Germany (1), Latvia (1), Spain (1) and South Africa (1). Some contributors have submitted unchanged biographies; others have experienced various life changes and sent us updates. Some contributors have told us that their workspaces have remained the same; others submitted images of their new or upgraded workspaces

Teaching in the Age of Covid-19:The New Normal

On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed. Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article

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