Conference Agenda
| Session | ||
01 SES 05.5 A: General Poster Session
General Poster Session | ||
| Presentations | ||
01. Professional Learning and Development
Poster Between Development and Control: Teachers’ Experiences of Lesson Observation in a Digitally Mediated Environment Nazarbayev Intellectual schools, Kazakhstan Presenting Author:Lesson observation is widely recognised in European and international educational policy as a key mechanism for supporting teachers’ professional learning and improving instructional quality. At the same time, research has increasingly highlighted the tensions that arise when observation practices are embedded within accountability-oriented systems. These tensions are particularly visible in contexts where observation data are digitally recorded and made accessible to school leadership, potentially reshaping the purposes and meanings of feedback. This study explores how lesson observation is enacted in a school context where both formative peer observation and summative evaluative observation coexist within a shared digital platform. While policy discourse frames observation as a tool for professional learning, teachers’ lived experiences often reflect competing expectations related to evaluation, documentation, and institutional control. Understanding how these tensions are negotiated in practice is essential for designing observation systems that genuinely support professional development. Research Questions The study is guided by the following research questions:
Theoretical Framework The study is informed by three interrelated theoretical perspectives. First, it draws on research on formative and summative assessment, which distinguishes between assessment practices aimed at supporting learning and those serving accountability and judgement purposes. When these functions overlap, tensions often emerge that affect professional trust and engagement. Second, the study is grounded in the concept of feedback literacy, understood as the capacity to provide, interpret, and use feedback productively for learning. While feedback literacy has been widely studied in relation to students, this research extends the concept to teachers and school leaders as professional learners engaged in observation-based development. Third, the study engages with literature on digital mediation and performativity in education, which conceptualises digital platforms as active agents shaping professional practice. From this perspective, visibility, traceability, and permanence of digital records influence how professionals act, communicate, and construct meaning in institutional settings. Together, these perspectives allow the study to conceptualise lesson observation as a socially situated, digitally mediated practice shaped by institutional expectations, professional norms, and power relations. By adopting this lens, the study contributes to international debates on how professional learning is enacted in accountability-driven and increasingly digitalised educational systems. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative case study design, enabling in-depth exploration of lesson observation practices within their real-life institutional context. The research was conducted in a secondary school where both peer observation and formal evaluative observation are implemented through a shared digital platform. Data Sources Three complementary data sources were used: Documentary data – written feedback from lesson observations recorded on the digital platform, including both peer observation and formal observation records. Semi-structured interviews – conducted with teachers, school leaders, expert teachers, and professional development trainers to explore perceptions, experiences, and meanings attached to observation practices. Questionnaire data – collected from 37 teachers to identify broader patterns related to perceptions of observation purpose, feedback practices, digital visibility, workload, and professional learning. Data Analysis Data were analysed using thematic analysis, combining deductive and inductive coding. An initial coding framework was developed based on the study’s theoretical foundations (formative/summative assessment, feedback literacy, digital mediation) and was refined through iterative engagement with the data. Documentary data were analysed to identify patterns in feedback purpose, language, and level of specificity. Interview transcripts were coded to capture perceptions of observation, experiences of digital visibility, and professional meaning-making. Questionnaire data were analysed descriptively to identify trends and triangulate qualitative findings. Ethical Considerations Participation was voluntary and all data were anonymised. Participants were informed that the study was conducted for research purposes only and that their responses would not be used for evaluation or appraisal. Special attention was given to the ethical implications of researching observation practices within a hierarchical institutional context. Conclusions, Expected Outcomes or Findings The findings reveal a consistent tension between the developmental intentions of lesson observation and its enactment within an accountability-oriented system. First, while peer observation was largely perceived as supportive and professionally meaningful, formal observation was predominantly associated with evaluation and compliance. Survey and interview data demonstrate that teachers experience observation as serving a dual function, with accountability often overshadowing learning-oriented aims. Second, digital visibility emerged as a central shaping factor. The knowledge that observation feedback is accessible to school leadership influenced how observers formulated comments, leading to cautious language, self-censorship, and standardised expressions. This effect was evident across both observation types, though more pronounced in formal observation. Third, the study identified feedback literacy as a key mediating factor. Variations in feedback quality were linked not to teachers’ motivation but to uneven capacity to articulate pedagogically meaningful and actionable feedback. Many participants reported limited training in feedback practices, which contributed to reliance on generic or template-based formulations. Fourth, workload and the mandated number of observations were found to promote formalisation. Teachers frequently described observation as a procedural requirement rather than a reflective learning opportunity, particularly when time constraints were high. Overall, the findings suggest that lesson observation operates as a socially and digitally mediated practice, where professional learning is shaped by institutional conditions, digital infrastructure, and levels of feedback expertise. References Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2) Kelchtermans, G. (2004). CPD for professional renewal: Moving beyond knowledge for practice. Educational Studies, 30(3). Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1). Fenwick, T., & Edwards, R. (2010). Actor-Network Theory in Education. Routledge. Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press. Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism. Corwin. Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 25(8). O’Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning. Routledge. Selwyn, N. (2021). Education and technology: Key issues and debates (3rd ed.). Bloomsbury. 01. Professional Learning and Development
Poster Japanese Teachers' Challenges in Introducing Strategies for Student Engagement: Insights from Group Discussions The University of Tokyo, Japan Presenting Author:Enhancing student engagement is widely acknowledged as essential for academic success and lifelong learning. Empirical evidence demonstrates that student engagement is associated with academic achievement (Fredricks et al., 2004), fosters positive youth development, and contributes to long-term outcomes such as career success (Christenson et al., 2012). Methodology, Methods, Research Instruments or Sources Used To address the research objectives, the author facilitated a series of workshops to gather qualitative data through discussion. A total of six workshops were conducted between March and November 2025, with each session comprising five to eight participants. The total sample (N = 36) included eight primary school, eight junior high school, and 20 senior high school teachers in Japan. Participants were recruited through mailing lists and websites dedicated to teacher-oriented events, and screening through a professional survey agency. Additionally, one workshop was integrated into a local teacher training program, with participants recruited via the program host. During the workshops, a resource detailing 14 strategies for class design and management to enhance student engagement, developed from a prior review by the author (Nakazawa, 2023), was distributed. The 14 strategies are organized into three parts: Part 1, “designing learning materials and activities,” including two strategies; Part 2, “communication between teacher and students,” including five strategies; and Part 3, “supporting students and learning activities,” including seven strategies. This resource also provided some tasks for teachers to work on pre- and post-class to support teacher professional development. The procedure included an orientation on student engagement, followed by a reflective task in which participants applied the 14 strategies to their recent teaching practices. Finally, participants engaged in group dialogues to share their practices, including their practical ingenuities, challenges, and concerns. There were 14 groups across a series of workshops, and participants were divided into pairs or trios. The average discussion time per group was 65 minutes. The group discussions were audio-recorded and transcribed for qualitative analysis using NVivo software. The analysis followed a two-step hybrid approach of deductive and inductive coding: 1. Deductive coding: First, segments of the transcripts where participants discussed difficulties or concerns were identified as “challenges”. These extracts were then deductively mapped to the 14 strategic categories to identify which strategies posed the most significant hurdles for participants. In cases where a single statement corresponded to multiple strategies, it was coded into each relevant category. 2. Inductive coding: Second, an inductive thematic analysis was performed within each of the 14 categories. The identified challenges were further categorized by content, leading to the emergence of nuanced sub-themes. This study received ethical approval from the Ethics Review Committee of the College of Arts and Sciences, The University of Tokyo. Conclusions, Expected Outcomes or Findings For RQ1, the analysis identified “Designing tasks aligned with students’ abilities “(25 segments) as the most challenging strategy, followed by “Stimulating students’ interest” (15 segments). For RQ2, the inductive analysis of "Designing tasks aligned with students' abilities" identified five distinct categories of difficulty; the practical burden of preparing differentiated materials for varying ability levels (10 segments); determining the "appropriate level" for a diverse cohort (seven segments); instructional support specifically for low-achieving students (six segments); accurately assessing student levels based on classroom behavior (one segment); organizational constraints within the school that impedes flexible instruction (one segment). Furthermore, for the strategy "Stimulating students' interest," three primary themes emerged: aligning instruction with diverse student interests (six segments); managing negative student reactions (seven segments); and subject-specific hurdles to eliciting interest (two segments). These findings indicate that teachers experience difficulty tailoring instruction to students’ individual situations. Although teachers recognize the value of preparing differentiated materials, the data suggest that the associated workload creates a significant hurdle. For example, one teacher said that “When we conduct the mathematics class based on student proficiency levels, we need to prepare some learning materials. That is, we should design, print out, and stock them. I perceive it as a burden, don’t you?” Ministry of Education in Japan promotes the “personalized and self-regulated learning and collaborative learning (MEXT 2023).” Although this study aimed to reveal the challenges of introducing the strategies into classroom practices, as a result, this study highlights the challenges of implementing “personalized and self-regulated learning and collaborative learning” in Japanese schools. The challenges identified in this study can contribute to teacher professional development. For example, these challenges can serve as learning resources for teachers, who can discuss how to overcome them. References Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer US. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. Korthagen, F. A. J. (2008). The gap between research and practice revisited. Educational Research and Evaluation, 13(3), 303–310. Ministry of Education, Culture, Sports, Science and Technology. (2023). The fourth basic plan for the promotion of education (Provisional translation). https://www.mext.go.jp/en/policy/education/lawandplan/20240311-ope_dev03-1.pdf Nakazawa, A. (2023). Development of learning materials for teachers to improve student engagement in the classroom [Paper presentation]. The 43rd Annual Conference of Japan Society for Educational Technology, pp. 289–290 (in Japanese). Reeve, J., Ryan, R., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 223–244). Lawrence Erlbaum Associates. Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner. (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and cultural and contextual factors (pp. 195–220). American Psychological Association. 01. Professional Learning and Development
Poster "Integrating Podcasting into Primary English Education: A Lesson Study Approach" International steppe school of Astana, Kazakhstan Presenting Author:Topic: Integrating Podcasting into Primary English Education: A Lesson Study Approach. Research Question: How does integrating podcasting into primary English lessons, using a Lesson Study approach, help Grade 3 students improve their speaking skills, pronunciation, confidence, motivation, and digital competence? Objective The main objective of this study is to explore how podcasting can be effectively integrated into primary English education through a Lesson Study approach. (EAL, English as an additional language) The study aims to:
Theoretical Framework This study is based on four key educational approaches. It applies Lesson Study, where English and ICT teachers collaboratively planned, observed, and reflected on podcast-based lessons to improve students’ speaking skills. The study also draws on CLIL, integrating English with ICT so students used language meaningfully while working with digital tools. In addition, principles of communicative language teaching guided the use of podcast tasks focused on real communication and learner confidence. Finally, the study incorporates digital learning and 21st-century skills, using AI voice tools and podcast creation to support pronunciation, creativity, and digital competence. Methodology, Methods, Research Instruments or Sources Used This study was carried out with Grade 3 students during their regular English and ICT lessons. The research was done in real classroom conditions. English and ICT teachers worked together: they planned lessons, watched how students worked in class, and discussed the results after the lessons. English learning was combined with ICT activities. Students used English while working with digital tools and creating podcasts. This helped them practice the language in a natural and meaningful way. During the lessons, students created short podcasts. They worked alone, in pairs, and in small groups. They asked and answered questions, practiced short dialogues, and recorded their speech. AI voice tools were used to help students hear correct pronunciation and intonation and correct their mistakes. Teachers also worked together using the Lesson Study approach. After each lesson, they talked about how students participated, how their speaking skills developed, and what could be improved. To collect information, teachers observed students in class, listened to and watched students’ podcast recordings, wrote short reflection notes, and talked with students about their learning experience. This approach helped the teachers understand how podcasting and AI voice tools influenced students’ speaking skills, motivation, and use of digital technologies in real classroom lessons. Conclusions, Expected Outcomes or Findings Conclusions and Expected Outcomes This study showed that using podcasts together with AI voice technology worked well in primary English lessons and had a positive effect on students’ learning. First of all, students became more confident in speaking English. When they prepared dialogues, practiced recordings, and shared their podcasts with classmates, they were less afraid of making mistakes. They started to speak more freely and were more willing to express their ideas. Another important result was better pronunciation and intonation. AI voice tools helped students hear how words and sentences should sound. Instant feedback allowed them to notice their mistakes and correct them. Over time, their speech became clearer and more expressive. Podcast activities also increased students’ interest and motivation. Children enjoyed creating podcasts because they could see and hear the final result of their work. Adding music, pictures, and effects made the lessons more interesting and helped students be creative. In addition, students improved their digital skills. During ICT lessons, they learned how to record videos, edit them, and use digital tools in a simple and safe way. These skills are important for modern education and everyday life. From the teachers’ point of view, the Lesson Study approach was also useful. Working together helped English and ICT teachers plan better lessons, observe students’ progress, and reflect on what worked well and what could be improved. Overall, this study shows that podcasting with AI voice support is a simple, effective, and flexible way to develop speaking skills in primary English education. This approach can be used in different schools and learning contexts and supports modern educational goals such as communication, digital skills, and collaboration. References Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press. Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools. Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press. 01. Professional Learning and Development
Poster How Does Lesson Observation Contribute to the Improvement of Teachers’ Methodological Approaches? Nazarbayev Intellectual Schools, Kazakhstan Presenting Author:Research Question: How does the implementation of unified lesson observation criteria and a digital observation platform affect the quality of methodological decision-making, the formation of feedback, and teachers’ professional reflection? The aim of this study is to analyse the effectiveness of lesson observation based on unified criteria as a tool for the development of teachers’ methodological approaches, as well as to determine how the digitalisation of observation practices helps overcome the limitations of traditional paper-based observation tools. This study examines how lesson observation grounded in unified criteria contributes to the improvement of teachers’ methodological approaches in the context of the transition from paper-based observation instruments to a unified digital lesson observation platform at NIS Aktau. The relevance of the study is driven by the need to reconceptualise lesson observation not as a formal control procedure, but as a mechanism for guided professional development and for improving teaching quality. Contemporary research demonstrates that lesson observation leads to sustainable changes in teaching practice only when it is embedded within a structured, criteria-oriented system and accompanied by analytical formative feedback (Darling-Hammond et al., 2020; OECD, 2021; van der Lans et al., 2022). Recent studies also emphasise the role of digital observation platforms in enhancing transparency, reliability, and teacher engagement in reflective practice through data aggregation and longitudinal analysis (DeLuca et al., 2023; Santiago et al., 2024). An analysis of previously used paper-based lesson observation forms revealed that these tools were predominantly descriptive in nature. Despite the inclusion of key components of pedagogical practice -such as lesson objectives, student engagement, ICT use, and formative assessment - observations were recorded without level-based scales or quantitative interpretation. Statements such as “students are engaged” or “lesson objectives were achieved” were not supported by evidence, degrees of attainment, or references to observable teaching actions. Similar limitations of descriptive observation tools are highlighted in contemporary studies on teacher evaluation systems (OECD, 2021; DeLuca et al., 2023). The transition to a unified digital lesson observation platform within the NIS Programme fundamentally transformed the function of observation. The modern criteria-based analytical observation tool incorporates a clearly structured system of criteria and a four-level rating scale (0–3), ensuring measurability and comparability of teaching quality. For example, student engagement is operationalised through participation rates (100%, >80%, >50%, <50%), while formative assessment is analysed in terms of the quality and developmental orientation of feedback rather than merely its presence. The introduction of an overall score established a measurable link between lesson quality and teachers’ professional accountability, including the use of observation results in certification procedures. Thus, lesson observation has evolved from an episodic control mechanism into an element of a systematic analytical and reflective professional practice. The study is grounded in the Action Research model, within which professional development is conceptualised as a cyclical process of planning, action, observation, and reflection within an authentic educational context (Kemmis et al., 2014). The theoretical foundation draws on concepts of teacher professional learning that emphasise reflection, feedback, and data-informed decision-making as key drivers of sustainable instructional change (Schön, 1983; Timperley, 2007). Contemporary empirical research confirms that structured, criteria-oriented observation combined with formative feedback leads to measurable improvements in teaching quality and teachers’ professional growth (Hattie, 2012; Kraft et al., 2018; van der Lans et al., 2022). Recent studies further highlight the role of digital platforms in enhancing the validity, reliability, and developmental potential of lesson observation (OECD, 2021; DeLuca et al., 2023; Santiago et al., 2024). Methodology, Methods, Research Instruments or Sources Used The study employs a qualitative Action Research design, which aligns with the objective of examining changes in professional practice within a real educational context. Heads of methodological units simultaneously assumed the roles of observers, analysts, and facilitators of professional reflection, ensuring a close connection between observation data and subsequent methodological decisions. This collaborative, inquiry-based approach is consistent with contemporary recommendations for effective teacher professional development (Darling-Hammond et al., 2020; OECD, 2021). Participants The study involved 18 teachers of Kazakh and Russian languages at NIS Aktau, representing diverse levels of teaching experience, from novice teachers to those with well-established professional practice. Research Methods The primary method was the observation of 50 lessons using the NIS-Programme digital observation platform. For comparative purposes, archival data from paper-based lesson observations were analysed, enabling the identification of changes in the nature of feedback, depth of analysis, and quality of methodological conclusions. A comparative analysis of observation instruments was conducted, focusing on the structure of criteria, the presence of rating scales, the analytical coherence of comments, and data aggregation capabilities. Particular attention was paid to the operationalisation of such criteria as lesson objectives, student engagement, and formative assessment, which are identified in contemporary research as key indicators of teaching quality and teacher professional learning (van der Lans et al., 2022; DeLuca et al., 2023). Reflective professional discussions following observations were analysed as the primary mechanism for translating analytical data into conscious methodological change. Teachers used observation results to adjust lesson planning, select assessment strategies, and reconsider their pedagogical roles, which is consistent with research on professional learning communities and collaborative reflection (Vescio et al., 2008; Santiago et al., 2024). Data analysis was conducted using thematic analysis, with a focus on dynamic changes in teachers’ professional reflection and methodological decision-making. Conclusions, Expected Outcomes or Findings The findings indicate that paper-based lesson observation instruments did not promote sustainable professional growth among teachers, as they failed to create conditions for analytical reflection and systematic understanding of pedagogical practice. Their use led to the formalisation of observation and a reduction in its developmental potential. In contrast, lesson observation based on unified criteria and implemented through the NIS digital platform had a significant impact on teachers’ methodological approaches. A shift was observed from descriptive and intuitive reflection to evidence-based reflection, in which teachers analysed their actions through the lens of quality criteria and their impact on student learning outcomes. The scoring system strengthened teachers’ professional accountability and supported more deliberate methodological decision-making, particularly in the context of using observation results in certification procedures. Observation criteria began to function not only as an external evaluation tool but also as a foundation for self-assessment, lesson planning, and professional development. Thus, lesson observation with unified criteria enhances teachers’ methodological approaches not in isolation, but through a digital analytical environment that ensures measurability, transparency, and systematic professional reflection. References 1.Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Learning Policy Institute. 2.Danielson, C. (2013). The framework for teaching: Evaluation instrument. ASCD. 3.DeLuca, C., Chapman-Chin, A., Lapointe-McEwan, D., & Klinger, D. A. (2023). Teacher assessment literacy and professional learning: A systematic review. Teaching and Teacher Education, 119, 103846. 4.Hattie, J. (2012). Visible learning for teachers. Routledge. 5.Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Springer. 6.Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement. Review of Educational Research, 88(4), 547–588. 7.OECD. (2021). Teachers and school leaders as valued professionals. OECD Publishing. 8.Santiago, P., Nusche, D., & Stoll, L. (2024). Teacher evaluation and professional growth in digital environments. OECD Publishing. 9.Schön, D. A. (1983). The reflective practitioner. Basic Books. 10.Timperley, H. (2007). Teacher professional learning and development. OECD. 11.van der Lans, R. M., van de Grift, W. J. C. M., & van Veen, K. (2022). Developing an observation instrument to assess teacher professional growth. Teaching and Teacher Education, 113, 103655. 12.Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities. Teaching and Teacher Education, 24(1), 80–91. 01. Professional Learning and Development
Poster The Influence of Active Learning Methods in the Lesson Study Process on the Pedagogical Practice of Young Teachers Almaty-Medeu NIS, Kazakhstan Presenting Author:This study investigates the influence of active learning methods embedded within the Lesson Study (LS) framework on the pedagogical practice of early-career teachers and on students’ reasoning, communication, and language engagement in secondary education. The research addresses persistent challenges widely identified in the literature, including student passivity, uneven participation, limited argumentation, and language barriers in both monolingual and multilingual classrooms (Alexander, 2008; Gillies, 2016; Hattie, 2009). At the same time, it responds to the need for sustainable, practice-based models of teacher professional development, as highlighted in Lesson Study research (Lewis, 2002; Stigler & Hiebert, 2009). The study was conducted through a series of interdisciplinary LS cycles involving early-career teachers of mathematics, chemistry, geography, biology, English, and social sciences. The research design integrates three interconnected components: (1) classroom-based lesson research, (2) methodological experimentation with active learning strategies, and (3) subject-specific and interdisciplinary inquiry. This design enabled systematic analysis of how pedagogical decisions evolve through collaborative planning, observation, and reflection, and how these changes shape student learning processes. Instructional interventions were implemented across multiple grade levels. In Grade 11 mathematics, the study explored the integration of worked-example-based and inquiry-based approaches to support students’ justification and comparison of solution strategies. In Grade 9, structured group work, “Think–Pair–Share,” and time-regulated discussion formats were used to enhance communicative engagement. In subjects taught in a second language (e.g., history and geography), structured “round/robin” interaction formats were introduced to reduce linguistic barriers and ensure balanced participation. In Grade 8, interdisciplinary eco-context inquiry tasks supported the development of argumentation through problem-based and formative assessment approaches. Students were grouped into achievement levels (A, B, C), allowing analysis of differentiated learning trajectories and the inclusiveness of instructional strategies. Data sources included classroom observations, students’ written work, audio-recorded discussions, diagnostic and formative assessments, and teachers’ reflective journals. A thematic analysis approach, supported by triangulation across data sources, was used to identify patterns in teaching practice and student engagement. The findings indicate that the integration of active learning strategies within LS contributes to more intentional lesson design, increased use of scaffolding, and greater attention to student interaction. At the student level, structured collaboration supported increased participation and use of academic language, particularly among B- and C-level learners, while A-level students often assumed leadership roles. Time-managed and structured discussion formats were particularly effective in promoting equitable participation in multilingual classrooms. However, the results were not uniformly positive. In several cases, lower-achieving students remained dependent on stronger peers, and improvements in the quality of reasoning were uneven. The effectiveness of active learning strategies was influenced by contextual factors, including teachers’ experience, time constraints, and classroom composition. While structured interaction reduced participation gaps, language-related challenges persisted, especially in second-language contexts. These findings highlight the need for sustained scaffolding and careful adaptation of instructional strategies. Overall, the study demonstrates the potential of Lesson Study as a collaborative and reflective professional learning framework that supports the integration of active learning in diverse classroom contexts. At the same time, it emphasises that the impact of such approaches depends on contextual conditions and cannot be assumed as universally transferable. The study contributes to ongoing European discussions on inclusive pedagogy, teacher professional development, and the design of learning environments that support reasoning, communication, and equitable participation across diverse student populations. Furthermore, the study suggests that the sustainability of pedagogical change depends on the continuity of collaborative inquiry and institutional support within schools. Without structured opportunities for ongoing reflection and adaptation, the implementation of active learning strategies may remain fragmented and short-term, limiting their long-term impact on both teaching practice and student outcomes.
Methodology, Methods, Research Instruments or Sources Used The study employed a qualitative, practice-based research design grounded in the Lesson Study (LS) methodology, widely recognised as a model of collaborative, inquiry-oriented professional learning (Lewis, 2002; Stigler & Hiebert, 2009). Lesson Study was selected as the central framework due to its capacity to integrate systematic investigation of classroom practice with teacher professional development. The research was conducted in a secondary school context and involved early-career teachers from multiple subject areas, including mathematics, chemistry, geography, biology, English, and social sciences. The study unfolded through several LS cycles, each comprising collaborative planning, classroom implementation of research lessons, structured observation, and reflective discussion. Teachers jointly identified a pedagogical focus, designed lessons incorporating active learning strategies, and established observation criteria related to student reasoning, communication, and participation. Particular attention was given to students across achievement levels (A, B, C). A range of active learning methods was implemented depending on subject content and instructional goals. These included inquiry-based tasks, worked examples combined with guided questioning, structured group work, “Think–Pair–Share,” time-regulated discussion formats, and round/robin speaking strategies. In interdisciplinary cycles, teachers developed common task structures and assessment criteria to ensure coherence across subjects. Participants included students from Grades 8, 9, and 11. Data sources comprised classroom observations, audio recordings of student discussions, samples of students’ written work, diagnostic and formative assessments, and teachers’ reflective journals. Observations focused on academic language use, participation patterns, reasoning processes, and interactional roles. Data analysis followed a thematic approach. Observation and reflection data were coded to identify patterns in teaching practices, student engagement, and differentiation. Student work was analysed for reasoning quality, use of evidence, and clarity of communication. Triangulation enhanced the credibility of findings and supported consistency in interpreting patterns across different Lesson Study cycles and subject areas. However, several methodological limitations should be acknowledged. The study was conducted within a single school, which may limit generalisability. Variability in teachers’ experience and implementation across LS cycles may also have influenced outcomes. In addition, the qualitative nature of the data constrains the extent to which causal relationships can be established. Ethical considerations were addressed throughout the study. Participation was voluntary, informed consent was obtained, and anonymity and confidentiality were ensured. Peer debriefing and member checking were used to enhance trustworthiness and validate interpretations. Conclusions, Expected Outcomes or Findings The study demonstrates that the integration of active learning methods within the Lesson Study framework has a positive influence on both young teachers’ pedagogical practice and students’ learning processes. LS provided a structured yet flexible space for teachers to experiment with instructional strategies, observe their impact, and refine practice through collaborative reflection. This process supported the development of more student-centred, dialogic, and inclusive teaching approaches. At the level of student learning, the findings indicate that active learning strategies foster improved reasoning, communication, engagement across achievement levels. Structured collaboration and timed discussion formats were particularly effective in promoting equitable participation and reducing language barriers, especially in subjects taught in a second language. While high-achieving students often took on leadership roles, students at average and lower achievement levels benefited from scaffolding and clear interactional structures that supported confidence, academic language use. The interdisciplinary nature of the study further suggests that shared pedagogical principles – such as inquiry, dialogue, formative assessment can be meaningfully adapted across subjects. This reinforces the value of Lesson Study as a mechanism for building professional learning communities and aligning instructional practices around common educational goals. Overall, the study contributes to research on active learning and Lesson Study by offering practical insights into how pedagogical integration can support inclusive learning environments and teacher professional development in secondary education. The findings highlight the importance of sustained collaborative inquiry for addressing complex classroom challenges related to reasoning, communication, motivation. The study also points to the importance of sustained, school-based collaborative inquiry for addressing complex pedagogical challenges. By embedding active learning experimentation within LS cycles, teachers were able to align instructional innovation with reflective practice. Future research may build on these findings by examining the long-term impact of such approaches on teacher professional trajectories and student learning outcomes across diverse educational contexts. References Alexander, R. (2008). Towards dialogic teaching: Rethinking classroom talk (4th ed.). Dialogos. 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Instructional scaffolding in online learning environment: A meta-analysis. https://www.researchgate.net/publication/269033099_Instructional_Scaffolding_in_Online_Learning_Environment_A_Meta-analysis Kazemi, E., Stipek, D. (2001). Promoting conceptual thinking in mathematics: The interaction of student discourse and instructional practices. Educational Researcher, 30(2), 10-21. https://doi.org/10.3102/0013189X030002010 Kirova, A., Jamison, N.M.(2018). Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads. Journal of Early Childhood Research, 16(3), 245-257. McLeod, S. (n.d.). Vygotsky’s zone of proximal development and scaffolding. Simply Psychology. https://www.simplypsychology.org/author/saulmcleod Portier, C., Friedrich, N., Peterson, S.S. (2019). Play(ful) pedagogical practices for creative collaborative literacy. The Reading Teacher, 73(1), 17-27. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x Vygotsky, L.S. (2000). Thought and language (A. Kozulin, Trans.). MIT Press. (Original work published 1934) Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools. Lewis, C., Perry, R., Murata, A. (2006). How should research contribute to instructional improvement? The case of Lesson Study. Educational Researcher, 35(3), 3-14. https://doi.org/10.3102/0013189X035003003 Stigler, J.W., Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom (2nd ed.). Free Press. (Original work published 1999) Wenger, E. (2008). Communities of practice: Learning, meaning, and identity (2nd ed.). Cambridge University Press. (Original work published 1998) Wilson, K., Devereux, L. (2014). Scaffolding theory: High challenge, high support in academic language and learning contexts. Journal of Academic Language & Learning, 8(3). http://journal.aall.org.au/index.php/jall/article/view/353/210 Xu, Y., Chen, C.-C., Spence, C., Washington-Nortey, M., Zhang, F., & Brown, A. (2022). Supporting young Spanish-speaking English learners through teacher scaffolding and reciprocal peer tutoring. Early Child Development and Care, 192(8), 1324-1336. 01. Professional Learning and Development
Poster From Knowing to Acting: Linking Goal Orientation with Social Networking, and Affective Commitment through a Multigroup Analysis across Teacher Career Stages National Taipei University of Education, Taiwan Presenting Author:Globally, a substantial proportion of early career teachers leave the profession within the first five years (Vanmol et al., 2022), raising concerns about teacher retention and the long-term stability of the teaching workforce (Marz & Kelchtermans, 2020). Early career teachers frequently encounter challenges such as managing student diversity, heavy workloads, and multicultural classroom contexts. Prior research suggests that improving retention requires not only fostering positive teaching motivation but also strengthening professional competence, school support, and collegial interaction (Gaikhorst et al., 2016). However, how motivational orientations are translated into sustained professional engagement and affective commitment across career stages remains insufficiently understood. To address this gap, the present study draws on achievement goal theory (Butler, 2007) and social network theory (Wolff & Spurk, 2020) to examine the relationships among teachers’ achievement goal orientations, social networking behavior, work engagement, and affective commitment. Achievement goal orientations reflect teachers’ motivational tendencies toward learning and performance (Han & Gao, 2023), while social networking behavior captures how teachers mobilize interpersonal relationships within and beyond their schools. Work engagement is conceptualized as a proximal motivational state linking goal orientations and social processes to affective commitment (Seppälä et al., 2009). A multigroup analytical approach was used to compare early career and experienced teachers within a specific cultural context. Survey data were collected from 517 elementary school teachers in Taiwan, including 282 early career teachers and 235 experienced teachers. Established instruments measured achievement goal orientations (mastery goals [MG], performance-approach goals [PAG], and performance-avoidance goals [PVG]), social networking behavior (internal social networking behavior [INB] and external social networking behavior [ENB]), work engagement (WE), and affective commitment (AC). Confirmatory factor analyses supported acceptable reliability and validity (CR = .69–.90; AVE = .53–.69). The seven-factor measurement model demonstrated aceptable fit to the data (χ²/df = 2.74, TLI = .94, CFI = .95, RMSEA = .058). Multigroup analysis revealed both shared and career-stage–specific patterns. Across both early career and experienced teachers, MG was positively associated with INB (β = .56 and β = .51, respectively). Importantly, MG had no direct effect on affective commitment in either group. Instead, its influence on AC occurred exclusively through full mediation via work engagement (MG → WE → AC) or through a full serial mediation pathway involving INB and work engagement (MG → INB → WE → AC). This pattern was consistent across career stages, indicating that mastery-oriented motivation translated into affective commitment only when enacted through engagement-related and relational processes. In contrast, performance-avoidance goal orientation (PVG) exhibited a differentiated pattern. PVG showed a significant indirect effect on AC among experienced teachers (β = .11) but not among early career teachers, while performance-approach goal orientation (PAG) showed no direct or indirect association with AC in either group. Notably, the positive indirect effect of PVG observed among experienced teachers contrasts with dominant Western interpretations that conceptualize avoidance-oriented motivation as maladaptive. In the East Asian cultural context examined here, performance avoidance may reflect responsibility, concern for social evaluation, and the maintenance of relational harmony, which can be transformed into sustained engagement once professional roles and relational resources are stabilized (Hulleman et al., 2010; Świątkowski & Dompnier, 2021). Overall, the findings indicate that teachers’ motivational knowing is not translated into professional outcomes automatically but is enacted through specific forms of professional acting. While mastery-oriented motivation operates through social networking behavior and sustained work engagement across career stages, the enactment of performance-avoidance motivation depends on teachers’ career stage and cultural context. These results underscore the importance of aligning motivational support with organizational structures that enable teachers to transform motivation into meaningful professional action across the teacher career span. Methodology, Methods, Research Instruments or Sources Used Participants and Procedures. This study employed a quantitative survey design. A total of 630 questionnaires were distributed to elementary school teachers across northern, central, southern, and eastern Taiwan, of which 517 valid responses were returned (response rate = 82.1%). Among the respondents, 282 teachers (55.5%) were classified as early-career teachers with less than six years of teaching experience, and 235 teachers (45.5%) were classified as experienced teachers with more than six years of teaching experience. Participation was voluntary and anonymous, and ethical approval was obtained before conducting investigation. Measures. Achievement goal orientations were measured using ten items adapted from Shim et al. (2013), assessing mastery, performance-approach, and performance-avoidance goals. Social networking behaviors were measured with thirteen items adapted from Wolff and Spurk (2020), covering internal and external networking behaviors. Work engagement was assessed using three items adapted from Seppälä et al. (2009), and affective commitment was measured with four items adapted from Conley and You (2021). All items were rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Validity and Reliability. Internal consistency reliability was assessed using Cronbach’s alpha, with all values exceeding the recommended threshold of .70. Construct validity was examined through confirmatory factor analysis (CFA) using AMOS 28. Composite reliability (CR) values ranged from .69 to .90, and average variance extracted (AVE) values ranged from .53 to .69, indicating acceptable convergent validity. Discriminant validity was supported, as the square roots of AVE exceeded inter-construct correlations. The seven-factor measurement model demonstrated good fit to the data (χ²/df = 2.74, TLI = .94, CFI = .95, RMSEA = .058). Data Analysis. Data were analyzed using IBM SPSS 20 and AMOS 28. Following Anderson and Gerbing’s (1988) two-step approach, the measurement model was tested prior to estimating the structural model. Structural equation modeling (SEM) was then employed to examine the hypothesized relationships among constructs. Model fit was evaluated using χ²/df, CFI, TLI, and RMSEA. To examine career-stage differences, multi-group SEM was conducted to test configural, metric, and structural invariance across early-career and experienced teachers. Mediation effects were examined using bootstrapping with 5,000 resamples and 95% confidence intervals. Conclusions, Expected Outcomes or Findings This study contributes to debates on teacher motivation and professional development by explicating how motivational knowing is transformed into professional acting across career stages. Rather than assuming a direct translation from motivational orientations to professional outcomes, the findings demonstrate that knowing and acting are connected through relational and engagement-based processes that are socially and culturally situated (Kelchtermans, 2009). Across early career and experienced teachers, mastery goal orientation consistently functioned as a form of motivational knowing oriented toward learning and growth. However, its influence on affective commitment was entirely indirect, operating through social networking behavior and sustained work engagement. This pattern aligns with prior research showing that professional motivation becomes consequential only when enacted through everyday practices such as collaboration, help-seeking, and relational participation (Bakker & Demerouti, 2017). Career-stage differences further illuminate how knowing is enacted over time. For early career teachers, external networking with mentors, peers, and professional communities was crucial for converting motivation into confidence, belonging, and commitment during early professional socialization (Vanmol et al., 2022). In contrast, experienced teachers relied more heavily on internal collaboration, reflecting accumulated social capital and stabilized professional roles. Importantly, the findings offer a culturally grounded understanding of performance-avoidance motivation. Contrary to dominant Western interpretations that frame avoidance as maladaptive (Elliot & Church, 1997), performance-avoidance goals among experienced teachers showed adaptive indirect effects within stable relational contexts. In collectivist settings, such motivational knowing may reflect responsibility, self-regulation, and concern for relational harmony, which can be enacted as sustained professional engagement (Świątkowski & Dompnier, 2021). Overall, this study underscores that knowing and acting are dynamically intertwined rather than linearly connected. Supporting teachers’ long-term commitment therefore requires not only fostering adaptive motivation but also designing organizational conditions that enable meaningful enactment across career stages. References Butler, R. (2007). Teachers’ achievement goals and associations with teachers’ help-seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241–252. https://doi.org/10.1037/0022-0663.99.2.241 Conley, S., & You, S. (2021). School organizational factors relating to teachers’ intentions to leave: A mediator model. Current Psychology, 40, 379-389. https://doi.org/10.1007/s12144-018-9953-0 Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232. https://doi.org/ 10.1037/0022-3514.72.1.218 Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2016). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61. https://doi.org/10.1080/02619768.2016.1251900 Han, J., & Gao, C. (2023). Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research. Teaching and Teacher Education, 128, 104146. https://doi.org/10.1016/j.tate.2023.104146 Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449. https://doi.org/10.1037/ a0018947 Kelchtermans, G. (2009). Who I am in how I teach is the message: self‐understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332 März, V., & Kelchtermans, G. (2020). The networking teacher in action: A qualitative analysis of early career teachers' induction process. Teaching and Teacher Education, 87, 102933. https://doi.org/10.1016/j.tate.2019.102933 Seppälä, P., Mauno, S., Feldt, T., Hakanen, J., Kinnunen, U., Tolvanen, A., & Schaufeli, W. (2009). The construct validity of the Utrecht Work Engagement Scale: Multisample and longitudinal evidence. Journal of Happiness studies, 10, 459-481. https://doi.org/10.1007/s10902-008-9100-y Shim, S. S., Cho, Y., & Cassady, J. (2013). Goal structures: The role of teachers’ achievement goals and theories of intelligence. The Journal of Experimental Education, 81(1), 84-104. https://doi.org/10.1080/00220973.2011.635168 Świątkowski, W., & Dompnier, B. (2021). When pursuing bad goals for good reasons makes it even worse: A social value approach to performance-avoidance goal pursuit. Social Psychology of Education, 24(3), 653-677. https://doi.org/10.1007/s11218-021-09623-0 Vanmol, S., De Vos, S., Beausaert, S., & De Wilde, J. (2022). How does newly qualified teachers' collegial network foster their feedback-seeking behaviour and job satisfaction? Teachers and Teaching, 28(6), 703- 723. Advance online publication. https://doi.org/10.1080/13540602.2022.2098267 Wolff, H. G., & Spurk, D. (2020). Developing and validating a short networking behavior scale (SNBS) from Wolff and Moser’s (2006) measure. Journal of Career Assessment, 28(2), 277-302. https://doi.org/10.1177/1069072719844924 01. Professional Learning and Development
Poster From Students Screens to Teachers Practice Learning with Children through Digital Writing Tools (MagicSchool) Nazarbayev Intellectual School-Abay, Shymkent, Kazakhstan Presenting Author:1.1. Introduction and Context The current educational landscape is defined by what Morin (1999) calls a "poly-crisis"—a complex intersection of global challenges and rapid technological flux. For 10th-grade students, the "screen" is often a space of passive, recreational consumption. Simultaneously, the rise of Generative AI has introduced a crisis of authenticity in academic writing. This proposal outlines an inquiry into how teachers can reclaim the screen as a site for deep learning by integrating MagicSchool as a collaborative writing partner. 1.2. Research Questions This study is guided by two primary inquiries:
1.3. Conceptual and Theoretical Framework The study is grounded in three intersecting frameworks that prioritize the "human-in-the-loop" approach:
1.4. Methodology The researchers—a team of four high school English teachers—implemented a Qualitative Action Research design utilizing Lesson Study cycles. This methodology moves beyond "numerical indicators" to capture the nuance of classroom life. Each cycle consists of: 1. Collaborative Planning: Designing AI-integrated prompts and anticipating student responses. 2. Observation: Monitoring real-time student-screen interaction and engagement logs. 3. Reflective Dialogue: Analyzing student artifacts to determine if the AI acted as a scaffold or a substitute. 1.5. Expected Outcomes and Significance Preliminary findings suggest that the integration of MagicSchool transforms the writing environment from a solitary struggle (the "blank page") to a dynamic dialogue. By "learning with children," teachers demystify AI, helping students develop the critical skepticism necessary to maintain an authentic voice in digital content. This research is significant because it demonstrates that teacher-led inquiry is the most effective way to ensure that digital tools serve the broader public good, securing trust and authenticity in academic knowledge during a period of intense technological change.
Methodology, Methods, Research Instruments or Sources Used Methodology This study employed a Qualitative Action Research design, specifically utilizing the Lesson Study framework to investigate the integration of AI in writing instruction. This approach was selected to prioritize "practitioner knowledge" and to foster a collaborative professional environment where four teacher-researchers acted as co-investigators of their own practice. The research was conducted over three iterative cycles, each consisting of four stages: Study and Plan, Teach and Observe, Reflect and Revise, and Report. Research Instruments To ensure the "sincerity and authenticity" of the data, the researchers utilized a triangulated set of qualitative and digital instruments: 1. Observational Field Notes (Semi-Structured): During the "Teach and Observe" phase, non-teaching researchers used a "split-focus" protocol. They recorded specific student-screen behaviors, noting the frequency of "passive acceptance" (uncritical copying of AI text) versus "active synthesis" (modifying AI-generated sentence starters or feedback). 2. MagicStudent Engagement Logs: This digital instrument provided real-time data on how students interacted with the AI. These logs tracked the refinement of prompts and the specific features accessed (e.g., "Writing Feedback" vs. "Clearer Writing" tools), offering a window into the student’s cognitive process while writing. 3. Comparative Writing Artifacts: Researchers collected student drafts across three stages: the initial AI-assisted draft, the peer-critiqued version, and the final submission. These artifacts were analyzed using a Critical Literacy Rubric to measure argumentative depth and the preservation of "authentic voice." 4. Collaborative Reflective Debriefs: Following each lesson, the teacher-researcher team held recorded debriefing sessions. These served as an instrument to capture the evolution of teacher agency and the "situated knowledge" gained from the cycle. Data Analysis The collected data underwent thematic analysis. Observations and debrief transcripts were coded to identify patterns in "Human-AI collaboration." Digital logs were cross-referenced with writing artifacts to determine if specific AI scaffolds led to higher-order thinking or merely mechanical completion. This rigorous, multi-layered approach ensured that the findings were grounded in the complex, lived reality of the 10th-grade classroom, directly addressing the conference's call for research that is "contextually rich and caring." Conclusions, Expected Outcomes or Findings Conclusions and Expected Findings The findings of this research indicate that the "poly-crisis" of digital distraction and AI-dependency in 10th-grade writing is effectively mitigated when teachers move from a posture of resistance to one of intentional, collaborative inquiry. By integrating MagicSchool within a School as Learning Community framework, the study successfully reclaimed the digital screen as a site for deep pedagogical engagement rather than passive consumption. Key Outcomes • From Substitute to Scaffold: Data from the "MagicStudent" logs and writing artifacts suggest a marked shift in student behavior. Initially, students utilized AI as a "replacement engine." However, through iterative cycles, they began to treat the tool as a "conceptual coach." This resulted in more sophisticated argumentative structures and a measurable increase in students' ability to critique AI-generated suggestions. • Reclaiming Teacher Agency: The methodology proved that the presence of AI does not diminish the teacher's role but elevates it. By offloading basic grammatical scaffolding to the "Writing Feedback" tool, teachers were able to reallocate classroom time to high-level conceptual coaching and individual mentorship. • Authenticity in the "Echo Chamber": The study confirms that "learning with children" demystifies AI. Students developed the critical literacy required to navigate the digital "echo chamber," ensuring their final writing outputs remained authentic expressions of their own original thoughts. Implications The research concludes that the "authority" of education research is best maintained when practitioners are empowered to lead the inquiry into new technologies. This study serves as a scalable model for how schools can navigate technological flux by positioning teachers as primary knowledge-producers. By bridging the gap between digital knowing and pedagogical acting, we ensure that AI enhances human creativity rather than replacing it, securing the future of sincere academic knowledge. References References Biesta, G. (2015). Beautiful Risk of Education. Routledge. (Focuses on the "weakness" and "authenticity" of education, aligning with the ECER theme of sincere academic knowledge). Dudley, P. (2011). Lesson Study: A Handbook. International Lesson Study Network. (The foundational text for the "Plan-Teach-Observe-Reflect" methodology used in this research). Hargreaves, A., & O'Connor, M. T. (2018). Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin Press. (Supports the School as Learning Community (SLC) framework used by the four teachers). Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education. (Essential for the "Methods" section regarding teacher professional growth). Lankshear, C., & Knobel, M. (2011). New Literacies: Everyday Practices and Social Learning. Open University Press. (Provides the theoretical background for the "digital screen" as a site of social learning). Lewis, C., & Hurd, J. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Heinemann. (Links the methodology to teacher-student collaboration). Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. UCL Press. (Explores the "human-in-the-loop" concept in AI integration). Molenaar, I. (2022). Towards hybrid human-AI learning technologies. European Journal of Education. (Addresses the "Aims" of moving from passive consumption to active collaboration). Morin, E., & Kern, A. B. (1999). Homeland Earth: A Manifesto for the New Millennium. Hampton Press. (Directly cited in the ECER 2026 theme regarding the "Poly-crisis"). Sato, M. (2012). Reforming the Culture of Schooling: School as Learning Community. (Connects the classroom environment to the broader community of practice). Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press. (Critical perspective on the "authority" of education research and teacher roles). Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. (Supports the "Findings" section on student engagement with digital screens). Trust, T., Whalen, J., & Cheng, L. (2023). ChatGPT: Educational Friend or Foe? Journal of Interactive Learning Research. (Relevant for the "Background" section on AI literacy). 01. Professional Learning and Development
Poster Professional Development Of Teachers And Improvement Of Reading Skills Through Action Research Almaty-Nauryzbay natural and mathematical direction Nazarbayev Intellectual school Presenting Author:A teacher in the education system is a self—developing personality who improves his professional and personal qualities through constant work and self-improvement. For professional competence, a teacher must continuously study, engage in self-education and realize himself in pedagogical practice. Effective activity requires teachers to have the skills to plan lessons, assess students' knowledge, and use modern teaching methods. The purpose of the study is to identify the effectiveness of using Action Research to develop the creative abilities of 9th grade students through working with text. Research objectives: 1. Identify the problem of pedagogical practice and formulate a research question. 2. Study the theoretical literature that identifies key approaches to working with text and developing students' creative skills. 3. Collect and analyze data on the current level of work with texts and motivation of students. 4. Develop and implement methodological approaches to improve the effectiveness of working with text. 5. Evaluate the results of the implemented measures and, if necessary, adjust the practice. Research hypothesis: the systematic application of methods of working with text in the framework of research in action contributes to the development of creativity, critical thinking and text analysis skills among 9th grade students. The research methodology (Action Research) involves the active participation of teachers: they identify the problem themselves, jointly develop ways to solve it, plan and implement lessons, reflect on the results and make adjustments to practice. The main resource of this approach is the teachers themselves, who, through the exchange of knowledge, experience and feedback, improve pedagogical skills and learning effectiveness. Stages of research: 1. Problem definition — identification of topical issues of pedagogical practice and formulation of a research question (for example, low efficiency of working with text). 2. Data collection — recording the current situation in the classroom through observations, questionnaires, and tests. 3. Data analysis — interpretation of the information received, identification of key issues and joint discussion with colleagues or a school psychologist. 4. Lesson planning and implementation — the introduction of approaches aimed at solving the identified problem (for example, differentiation and creative tasks to increase motivation). 5. Evaluation of results — checking the effectiveness of changes and comparing them with the initial data. 6. Re—planning - adjusting approaches based on identified difficulties and recommendations from coaches or colleagues. Choosing a topic and methods of working with text: "Developing the creative abilities of 9th grade students through working with text." Practical (exercises, graphic organizers, creative tasks, information searches), reproductive, problem-based search methods, and critical thinking strategies were used. Expected results for students: • ability to describe and analyze the content of texts of various genres; • identification of the hidden meaning of the text and semantic groups of artistic and visual means; • conducting information search and information processing using various reading strategies; • identification of genre and stylistic features of texts and creative works. The practical value of the research lies in the fact that the developed and proven methods of working with text can be directly implemented into pedagogical practice to develop students' creative and analytical abilities. Using the Action Research approach allows teachers to independently identify problems, plan and adjust lessons based on the data obtained, which helps to increase teachers' professional competence and confidence. The recommendations and methods for working with texts can enhance students’ critical thinking, analytical reading, creativity, and ability to express opinions, improving knowledge quality and learning outcomes. Thus, the research is aimed at systematically improving the level of creative and analytical skills of students through the teacher's pedagogical activity within the framework of Action Research. Methodology, Methods, Research Instruments or Sources Used The study employed theoretical, empirical, and statistical methods. Theoretical methods included literature review, modeling, analysis, and synthesis; empirical methods comprised questionnaires, testing, diagnostics, and pedagogical experiments; statistical methods involved mathematical processing and quantitative and qualitative data analysis. The research was conducted to improve students’ work with texts and identify effective methods for enhancing comprehension and analytical skills. To assess teachers’ professional development needs and level of personal-professional growth, 30 teachers were surveyed. Results showed that nearly 80% of teachers considered professional development essential for acquiring the knowledge and confidence necessary to implement active learning effectively in their classrooms. The survey revealed that the majority of teachers expressed a desire to improve their skills in working with texts. Collaborative interaction among teachers provided opportunities to enhance professional competencies through the systematic implementation, analysis, and reflection on practical teaching activities. Focusing on the question “What knowledge do you lack to achieve high results?” helped teachers target areas directly relevant to curriculum content and classroom practice. To develop students’ reading skills and improve text-based learning, the study employed methods such as previewing texts, predicting content, identifying main ideas and structural elements, searching for information, critical reading, and producing oral and written reflections. Initial findings indicated that 30% of teachers selected action research specifically aimed at improving work with texts. Analysis of 9th-grade students’ cumulative assessments revealed low performance on reading tasks, demonstrating that the choice of methods and techniques directly affects comprehension. Reading was conducted both silently and aloud to enhance knowledge acquisition and address related learning challenges. The experimental work included three stages of text-based instruction: • Pre-text – introducing the topic, teaching key vocabulary, and predicting content; • Text-based – developing comprehension, analysis, and interpretation skills; • Post-text – discussing issues raised in the text and consolidating information. The results confirmed the initial hypothesis. Both theoretical analysis and empirical data demonstrated the effectiveness of the applied methods. Positive trends were observed in teachers’ professional growth and in students’ reading comprehension and analytical abilities, confirming that the study successfully achieved its goal of improving students’ work with texts. Conclusions, Expected Outcomes or Findings In the course of examining our own teaching practice, we applied game-based technologies, forecasting, dialogue, and critical thinking techniques such as "Snowball," "Insert," "SWOT Analysis," "POPS," "Brainstorming," "Hot Chair," "Thick and Thin Questions," and "Fishbone." Lessons emphasized understanding key ideas rather than memorizing the entire text. Intellectual reading required full comprehension, search-based reading developed the ability to locate and apply information, and indicative reading trained students to structure texts, assign subtitles, and identify main ideas. The study was conducted to improve students’ text work and reading skills. In the 9th grade, students’ quality of knowledge increased from 92% at the beginning to 100% by the end of the research. Summative assessment showed that nearly all students achieved learning objectives, including understanding both primary and additional information. Overall, knowledge quality rose from 97% to 100%, with an average score improvement of 0.06 and an 8% increase by the end of the year. The research demonstrated that students’ skills in analyzing texts, identifying key points, structuring information, generalizing, providing evidence, and drawing conclusions were significantly enhanced. Action Research strategies allowed the learning process to become more focused, individualized, and effective, enabling differentiation and identifying groups with the best results. Students increasingly took initiative, engaged creatively, and applied lesson requirements consistently, showing tangible improvement in reading comprehension and analytical skills. The results confirm that systematic use of these methods effectively improves the quality of students’ knowledge and develops their ability to work with texts critically and creatively. This approach supports continuous professional practice and highlights the importance of ongoing development in reading, comprehension, and reflective learning. References 1. Brushlinsky A.V. The basic concepts of the subject-activity approach: problems of developmental psychology [Text] / Brushlinsky A.V.// Materials of the conference "Mental development in ontogenesis: patterns and possibilities of periodization" / ed. Kravtsova E.E., Spiridonova V.F. - M.: Vera Medica, 2000 -pp. 104-112. 2. Vygotsky L.S. Collected works: in 6 volumes - Vol.3. Problems of the development of the psyche. – M., 1983. – 368 p . 1. 2011. 2. Elliott, J. (1991). Action research for educational change [Research in order to transform the learning process]. Buckingham: Open University Press. 3. Elliott, J. (2009). Building educational theory through action research [Creating a theory of learning through research in action]. In Noffke, S. & Somekh, B.Eds.), The Sage Handbook of Educational Action Research. London: Sage. 4. Ferrance, E. (2000). Action Research [Research in action]. Retrieved from http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf 5. Frost, D. (2003). Teacher leadership: towards a research agenda [Teacher leadership: a research plan]. Cambridge Journal of Education, 33 (3), 479-498. 6. Glanz, J. (1999). Action Research [Research in action]. Retrieved fromhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/teacher/proflearn/Action_Research_Jeffrey_Glanz.pdf 7. Grady, M.P. (1998). Qualitative and Action Research: A Practitioner Handbook [Quantitative research and Research in action: a practical guide]. Bloomington, Ind: Phi Delta Kappa Educational Foundation. 8. Habermas, J. (1987). The Theory of Communicative Action: Volume Two: The Critique of Functional Reason [Theory of communicative Action: volume Two: A critique of functional justification]. Oxford: Polity. 9. Hammersley, M. (2004). Action Research: a contradiction in terms? [Research in action: a contradiction in terms]. Oxford Review of Education, 30 (2), 165–181. 10. Huitt, W. & Dawson, C. (2011, April). Social development: Why it is important and how to impact it. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from. 11. Kemmis, S. (2007). Opening Address for the Spanish Collaborative Action Research Network [Opening an address for the Spanish network community for collaborative Research in action]. (CARN) Conference, University of Valladolid, October 18 – 20, 2007. 12. McKernan, P. (1991). Curriculum Action research: a handbook of methods and resources for the reflective practitioner [The Research Program in Action: a guide to methods and Sources for a reflective practitioner]. London: Kogan Page. 13. McNiff, J., & Whitehead, J. (2006). All You Need to Know about Action Research [Everything you need to know about research in action]. London, Sage. 14. National Staff Development Council. February/March 2000. Tools for Schools. Oxford, Ohio. | ||