Dorit Maor

This study provides a contemporary perspective on how teachers implement inquiry-based instruction and direct instruction in everyday science lessons. While science education researchers have historically positioned these instructional approaches as flowing from epistemological opposites, this research examines how teachers pragmatically combine inquiry-based and direct instruction by investigating how teachers integrate these instructional approaches, including the timing, duration, and contextual factors that shape instructional decisions in authentic classroom settings. Systematic and structured observations and interviews were conducted with 8 upper primary teachers and 11 lower secondary teachers. Results showed primary teachers implemented more inquiry-based instruction (48%) than secondary teachers (18%) who relied predominantly on direct instruction. Both groups combined approaches within individual lessons, though primary teachers alternated between inquiry and direct instruction episodes more frequently than secondary teachers. Secondary teachers typically began lessons with direct instruction before transitioning to practical activities, a pattern driven by institutional requirements that overrode teachers’ pedagogical beliefs. The marked reduction in inquiry instruction at the secondary level creates a pedagogical disconnect that contradicts research-based expectations for increased inquiry as students develop scientific capabilities. This study establishes that contemporary science teaching pragmatically integrates both inquiry and direct instruction, though implementation differs considerably between primary and secondary settings.

This study provides a contemporary perspective on how teachers implement inquiry-based instruction and direct instruction in everyday science lessons. While science education researchers have historically positioned these instructional approaches as flowing from epistemological opposites, this research examines how teachers pragmatically combine inquiry-based and direct instruction by investigating how teachers integrate these instructional approaches, including the timing, duration, and contextual factors that shape instructional decisions in authentic classroom settings. Systematic and structured observations and interviews were conducted with 8 upper primary teachers and 11 lower secondary teachers. Results showed primary teachers implemented more inquiry-based instruction (48%) than secondary teachers (18%) who relied predominantly on direct instruction. Both groups combined approaches within individual lessons, though primary teachers alternated between inquiry and direct instruction episodes more frequently than secondary teachers. Secondary teachers typically began lessons with direct instruction before transitioning to practical activities, a pattern driven by institutional requirements that overrode teachers’ pedagogical beliefs. The marked reduction in inquiry instruction at the secondary level creates a pedagogical disconnect that contradicts research-based expectations for increased inquiry as students develop scientific capabilities. This study establishes that contemporary science teaching pragmatically integrates both inquiry and direct instruction, though implementation differs considerably between primary and secondary settings.

Science inquiry has been at the forefront of science learning and teaching theory for over half a century and is considered fundamental to the science curriculum in many countries, including Australia. Despite government strategies to improve student attainment and engagement, and support for teachers in facilitating effective inquiry-based pedagogy, there is still much to learn about how inquiry is enacted in science classrooms. This qualitative study combined teacher surveys, observations, and interviews to investigate how primary and secondary teachers enacted science inquiry in 56 observed lessons, and the reasons behind their chosen inquiry pedagogies. Classroom observations revealed that primary teachers predominantly used guided inquiry, while secondary teachers mainly used structured inquiry. Although teachers implemented all essential features of science inquiry, these features were spread across multiple lessons, limiting students' exposure to the complete inquiry process and the opportunity to understand how the features work together during an investigation. Interviews with teachers provided insights into their reasoning for their practice. These findings contribute to a better understanding of current science inquiry implementation in classrooms and have implications for informing teachers' pedagogy and sharing best practices.

While a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers’ responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers’ perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed.

Leaders recognize that digital transformation is required for efficiency and effectiveness of the information, services, and personal experiences vital among stakeholders. A global pandemic is reshaping society, demonstrating that agility with digital technologies is advantageous. Education leaders and policymakers have felt pressure to adopt a systematic approach to transformation enabled by digital innovation. Decision-makers across sectors seek clarity about digital transformation in complex systems. This article examines economic, political, social, and technological trends affecting primary and secondary education. It acknowledges that school system leaders and policymakers want to transcend siloed digital innovations and embrace a transformation mindset, leveraging technology as an enabler. This article defines digital transformation for learning organizations and identifies critical components required for successful digital transformational change. Critical components are informed by thematic analysis of digital transformation frameworks. This paper is recommended as a conversation starter that aims to inform strategic thinking and reflection on digital transformation in school systems for contemporary challenges.

The ways in which educational practitioners represent themselves on social networking sites (SNSs) continue to provoke discussion and potential controversy. This study investigates how English as a Foreign Language (EFL) teachers in Vietnam manage their self-presentations within SNSs for professional learning purposes. Participants in this mixed methods study included 19 teachers in four focus-group interviews, and 393 respondents to an online survey. We applied teacher identity to interpreting teachers’ self-presentation on virtual platforms. Our findings reveal that although participants frequently use SNSs for professional learning, they prefer a lurking presence and less visible interaction. It is also evident that self-presentation on SNSs is not simply ‘represented’ or ‘reflected’. Rather, these teachers prefer their self-presentation to fit with how they are perceived in Vietnamese society. Teachers’ self-presentation within SNSs is thus robustly mediated by culture. The study contributes to the ongoing interest in teachers’ increasing use of SNSs in their professional lives.

For over 50 years science inquiry has been positively associated with student achievement. Recently, the role of science inquiry as a means of effective science teaching has come under increased scrutiny after analyses of international large scale assessments found an overall negative association between science inquiry and student achievement. Unclear in the research is how teachers are enacting science inquiry in the standard classroom, as previous research was based on classroom interventions and student reports. This mixed methods research describes upper primary and lower secondary teachers' science inquiry enactment in 56 science lessons using a two-dimensional model of science inquiry. The findings show primary teachers enacted more inquiry than secondary teachers, and used predominantly guided inquiry, while secondary teachers used mainly closed inquiry. Although primary and secondary teachers enacted all the essential features of science inquiry, students did not experience science inquiry in its entirety. Further, students' exposure to the nature of scientific knowledge was limited. This research provides a contemporary and multifaceted account of how teachers enacted science inquiry in their science lessons. The findings can be used by educational researchers and policy-makers to make informed decisions when seeking to improve science education.

This study investigates the practices and perceptions of teachers using social networking sites (SNSs) for informal continuing professional learning in Vietnam. The paper describes one part of a larger exploratory sequential mixed-methods study and draws on data collected via four focus group interviews of 19 EFL teachers from five provinces of southern Vietnam. The study’s findings reveal a variety of activities conducted on SNSs for professional learning purposes. These are categorised into four themes: (1) searching, acquiring and sharing resources, (2) offering and seeking academic assistance (3) improving English proficiency, and (4) connecting and networking. The findings show that most teachers recognise the value of SNSs in terms of usefulness, diversity, flexibility, feeling connected, getting motivated for positive change and cost-effectiveness. This research adds meaningfully to the currently modest literature on how teachers with limited resources, particularly in developing countries, make use of available and affordable digital tools for their own continuing professional learning.

This qualitative study examined the effects of a coaching program as part of a professional development effort to support integration of mobile technologies in a hospital school setting. The professional development consisted of two components: (a) the researchers introduced pedagogical models for incorporating mobile technology in education and (b) a technological expert (the iCoach) provided one-on-one and small-group personalized coaching. After studying the contextual challenges and teachers’ needs over a period of 12 months, an effective coaching model emerged. This was a personalized model geared to each teacher and tailored to the unique features of this hospital context. An integral part of the model was a reflection strategy, which encouraged teachers to question their teaching with the purposeful use of technology. Data collection involved teachers’ reflections, iCoach reflections, and semi-structured interviews. Many themes emerged from the data analysis; the two main ones were the uniqueness of the setting and the multiplicity of demands on the teachers and the iCoach. The study developed a set of guidelines to help teachers use technology in an integrated pedagogical way.

Hospitalized adolescents experience significant needs beyond medical treatment. They require emotional support for anxiety and stress, educational support for learning, and social support to reduce isolation. This qualitative study explored the use of mobile technologies to connect students to their schools, classmates, and families in an effort to reduce their isolation and disrupted schooling experiences. We conducted in-depth interviews with 18 hospitalized adolescents aged 12 to 18, 29 teachers, and four parents about the affordances of mobile technologies. We found that mobile technology use in a hospital school was critical to engage adolescents in learning and keep them up-to-date with schoolwork. Mobile technologies should be available and accessible in hospital for adolescent patients for the purpose of meeting their learning, communication, and well-being needs. In particular, mobile technology should be used as a therapeutic tool to overcome hospitalized adolescents’ social isolation and improve their well-being.