This qualitative narrative study explored the relationship between pedagogical preparation and instructional quality among adjunct faculty in higher education. Using a Narrative Inquiry approach, the proposed research investigated the lived experiences of part-time instructors teaching at 4-year colleges and universities who entered the classroom without formal training in pedagogy. A purposive sample of adjunct faculty will be selected based on their current or recent teaching experience at these institutions. Semistructured one-on-one interviews and semistructured focus groups will be conducted to gather rich, narrative data about how adjunct instructors perceive their teaching effectiveness, student engagement, and institutional support. Interview transcripts will be analyzed using thematic and in vivo coding strategies to identify recurring patterns, concepts, and language reflective of participants' experiences. The purpose of this study is to understand how the absence of structured pedagogical preparation influences instructional practices and to identify the institutional factors that support or hinder adjunct teaching effectiveness. This research is significant because it centers the voices of adjunct instructors, a growing segment of the faculty workforce, who often lack access to professional development and institutional resources. The anticipated findings aim to inform faculty of development initiatives and institutional policies designed to improve instructional support for adjunct faculty. Ultimately, this study seeks to contribute to the broader conversation on equity, teaching preparedness, and student success in increasingly adjunct-reliant postsecondary institutions. Keywords: adjunct faculty, pedagogical training, student outcomes, higher education, narrative inquiry, professional development, institutional support.
This qualitative study employed a phenomenological research design to explore the lived experiences of English
teachers regarding the challenges, coping mechanisms, and educational management insights in implementing
collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English
teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and
identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by
teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral
issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using
structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting.
The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning
frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to
address student behavioral concerns. The results underscored the complexities of implementing collaborative learning
with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional
practices and support systems within English language classrooms.
Wenie Jane L. Rubillar· International Journal of Inn...· 0 citations
The effectiveness of history learning is strongly influenced by teachers' pedagogical strategies in creating meaningful, interactive, and student-centered learning experiences. However, history instruction in many Indonesian secondary schools continues to face challenges related to teacher-centered practices, limited student participation, and insufficient classroom engagement. This study aims to analyze teachers’ pedagogical strategies in enhancing the effectiveness of history learning at SMA Negeri 1 Parigi Tengah, Indonesia. The study employed a qualitative case study design involving history teachers, students, and school administrators selected through purposive sampling. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that effective history learning is achieved through the integration of classroom discussion, contextual learning, collaborative activities, questioning techniques, multimedia resources, and reflective learning. These pedagogical strategies foster active student engagement, strengthen historical understanding, improve communication skills, and encourage critical interpretation of historical events. The study further reveals that instructional effectiveness is reinforced by institutional support, including instructional leadership, collaborative professional culture, and systematic instructional planning. This study contributes to history education by conceptualizing teacher pedagogical strategies as an integrated pedagogical ecosystem rather than isolated instructional methods. The findings provide theoretical insights into effective history learning and offer practical recommendations for teachers and school leaders in implementing student-centered pedagogy within the context of the Merdeka Curriculum
This qualitative inquiry explored the lived experiences of Grade VI public elementary school teachers in
addressing academic difficulties among learners. Anchored in a phenomenological approach, the study aimed to uncover
how teachers guide and support struggling students amid the growing demands of the 21st-century classroom. Data were
gathered through In-Depth Interviews (IDI) and Focus Group Discussions (FGD) with ten purposively selected
participants from the Langilan District, Division of Davao del Norte, each having at least five years of teaching experience.
Through Thematic Analysis, three major themes emerged: building meaningful teacher-student relationships,
implementing differentiated instruction, and displaying patience, emotional regulation, and encouragement. Coping
mechanisms included fostering collaborative reflection, setting realistic expectations, and seeking administrative and
institutional support. Teachers also demonstrated strategic leadership, integrated technology-supported engagement, and
exhibited adaptive patience in guiding learners. The findings offer practical implications for improving instructional
practices, teacher support systems, and educational leadership, particularly in addressing the needs of academically
challenged learners in public elementary education. To broaden its impact and contribute to educational practice and
policy, the publication of this study in a reputable academic journal is strongly recommended.
Queene D. Araña· International Journal of Inn...· 0 citations
Peer feedback plays a key role as a way of encouraging reflective practice and professional learning in teacher education, but there is less understanding about how preservice teachers assess the instructional quality influenced by evaluative orientations. In this qualitative research, the researcher seeks to know the themes of peer feedback given by preservice English teachers after instructional activities. Thematic analysis was applied to the peers’ evaluative comments to determine common criteria that were used to construct the teaching effectiveness. There were three themes: (1) the focus on the relevance of the topic to the learners, (2) the importance of interactions and discussion-based activities, and (3) the lack of interest in linguistic scaffolding and pedagogical rigor. These findings show that peer feedback primarily indicates adherence to the principles of communicative language teaching, particularly learner-centeredness and interaction but does not pay sufficient attention to linguistic rigor and learning outcomes. Through the lenses of second language acquisition and teacher education, the findings imply that even though preservice teachers show conceptual approval of communicative pedagogy, they need more assistance in the creation of evaluative literacy that relates the engagement-based practices to the process of language learning and teaching. This study adds to existing literature on peer feedback in teacher education by pointing out the necessity of systematic instructions in peer evaluation practices.
Eunjeong Park· English Language Teaching Ed...· 0 citations
This research aims to investigate domain-specific teacher self-efficacy and explore how these efficacy beliefs are enacted in professional practice among Indonesian English teachers. Using a convergent parallel mixed-methods design, data were collected from 142 Indonesian EFL teachers through the Teacher Sense of Efficacy Scale (TSES) and semi-structured interviews. Quantitative findings revealed significant differences among the three domains of teacher self-efficacy. Efficacy for instructional strategies obtained the highest mean score, followed by classroom management and student engagement. Qualitative findings indicated that teachers increasingly employed innovative and technology-supported instructional approaches; however, resource constraints, large class sizes, and limited access to professional development often hindered the consistent enactment of these efficacy beliefs in practice. The findings highlight the importance of balancing traditional and innovative pedagogies and providing sustained professional learning opportunities. This study contributes to understanding how teacher self-efficacy is enacted in resource-constrained EFL contexts and offers implications for educational practice and policy.
B. Bachtiar, Sylvia Sylvia, Supornphan Konchiab· AsTEN Journal of Teacher Edu...· 0 citations
This study explored the instructional strategies employed by pre-service English as a Foreign Language (EFL) teachers during their online teaching practicum and examined their implications for student learning and teacher development. Adopting a narrative qualitative approach, data were collected through semi-structured interviews and field notes involving four pre-service EFL teachers and analyzed thematically. The findings revealed that participants implemented a range of instructional strategies, including discovery learning, expository learning, inquiry learning, contextual teaching and learning (CTL), cooperative learning, brainstorming, and thinking skills-based learning. Strategy selection was influenced by instructional objectives, students’ learning needs, and the demands of online teaching. Participants perceived that these strategies promoted students’ cognitive engagement, critical thinking, collaboration, participation, and comprehension by encouraging active interaction and connecting learning to authentic contexts. The findings also indicated positive implications for pre-service teachers, including enhanced pedagogical competence, classroom management, instructional organization, reflective practice, and confidence in online teaching. Furthermore, the practicum enabled participants to integrate theoretical knowledge with authentic teaching experience under mentor guidance. These findings underscore the importance of strengthening teacher education programs by integrating diverse pedagogical approaches and digital competencies to prepare future teachers for effective technology-mediated instruction.
Supiani Supiani, Aulia Fatmawati, Fitra Ramadani· Jurnal Pendidikan dan Sastra...· 0 citations