‘Old but still Gold’: The Pedagogy Styles and Secrets of Seasoned Teachers
Keywords:
Pedagogy, Secret, StyleAbstract
This study utilized case study and phenomenological methods. Similarly, the present study used ontological philosophical stance as a sub-branch of phenomenological research. Ten (10) participants were identified using exponential non-discriminative snowball technique. Findings revealed that majority of the seasoned teachers had described the changes and modification of curriculum in view of the modern pedagogy. Majority of the respondents also have positive description regarding changes they observed with the current education. The use of power point presentation is still the number one strategy being used by the teacher in the facilitation of their lessons followed by using videos and software. Negative reaction was found among seasoned teachers as they are unaccustomed, challenged, and aghast with the use of the technology as part of teaching. A mixture of individualized and collaborative learning approach was also seen from the pedagogy styles among the strategies of the seasoned teachers. It was also found that majority of the seasoned teachers use restrictive management styles and are authoritative in nature. Heavy emphasis on classroom management and discipline were also the salient. Trainings and seminars in modern teaching, handling unmotivated and passive students were among the recommendations of the present study.
Downloads
References
Al-amarat, M.S. (2011). The classroom problems faced teachers at the public schools in Tafila Province, and proposed
solutions. International Journal of Educational Science, 3(1), 37-48.
Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45.
Beck, C. T. (2004). Nursing research: Principles and methods. Lippincott Williams & Wilkins.
Bergtrom, G. (2011). Content vs. learning: An old dichotomy in Science courses. Journal of Asynchronous Learning
Networks, 15 (1), 33-44.
Bey, T. M., & Holmes, C. T. (Eds). (1992). Mentoring: contemporary principles and issues. Association of Teacher
Educators.
Brophy, J. (2006). History of research. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43).
Carr, N. (2010). Are we teaching digital natives yet - and does it matter? In J. Wright (Ed.) Proceedings of AARE 2010
conference papers collection. Melbourne, Australia, (pp. 1-14).
Chinelo, O., & Nwanneka, O. (2015). Techniques used by Science, Technology and Mathematics (STM) teachers for
controlling undesirable classroom behaviours in Anambra State secondary schools. Vol. 11(11), pp. 1025-
1034, 10 June, 2016 DOI: 10.5897/ERR2015.2476 Article Number: 60C7F6058882.ISSN 1990-3839
Conroy, M. A., Alter, P. J., & Sutherland, K. S. (2014). Classroom based research in the field of EBD: Future research
directions. In P. Garner (Ed.), The SAGE handbook of emotional and behavioral difficulties (pp. 465–477).
London, England: SAGE.
Cummins, J. (2007). Pedagogies for the poor? Realigning reading instruction for low-income students with scientifically based reading research. Educational Research, 36(9), 564-572.
Denga, D.I. (2005). Guidance and counseling for the 6-3-3-4 system of education. Jos: Savanna.
Department of Education Memo no. 2 s. 2015. Guidelines on the Establishment & Implementation of the Results -
based Performance Management System (RPMS) in the Department of Education.
Ersozlu, A., & Dilara, C. (2016). The changes in experienced teachers’ understanding towards classroom management. Universal Journal of Educational Research 4(1): 144-150, 2016.
Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers and
Education.
Galvez-Hjornevik, C. (1986). Mentoring among teachers: A review of the literature. Journal of Teacher Education.
Garza, R., Ramirez, Jr. A., & Ovando, M. (2009). Experienced teachers’ voices: What motivates them to mentor? International Journal of Educational Leadership Preparation, 4(4), n4.
Gebre, E., Saroyan, A., & Aulls, M. (2015). Conceptions of effective teaching and perceived use of computer technologies in active learning classrooms. International Journal of Teaching and Learning in Higher Education.
2015, Volume 27, Number 2, 204-220.
Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28, 236-60.
Goodwin, B. (2012). Research says / new teachers face three common challenges. Educational Leadership, 69(8), 84-
85.
Govender, S., & Sookrajh, R. (2014). Being hit was normal: Teachers’ (un) changing perceptions of discipline and
corporal punishment. South African Journal of Education; 2014; 34(2).
Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing digital badges-and-points with classroom token systems: Effects on elementary school ESL students’ classroom behavior and english learning. Educational Technology
& Society, 21 (1), 137–151.
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Hue, L.T., & Ab Jalil, H. (2013). Attitudes towards ICT Integration into curriculum and usage among university lecturers in Vietnam. International Journal of Instruction, 6(2), 53-66.
Hycner, R. H. (1985). Some guidelines for the phenomenological analysis interview data. Human Studies, 8:279-303.
Kayalar, F. (2016). Cross-cultural comparison of teachers’ views upon integration and use of technology in classroom.
TOJET: The Turkish Online Journal of Educational Technology – April 2016, volume 15 issue 2
Kember, D. (2009). Promoting student-centred forms of learning across an entire university. Higher Education: The
International Journal of Higher Education and Educational Planning, 58(1), 1-13.
Kemp, A. T., Preston, J., Page, C. S., Harper, R., Dillard, B., Flynn, J., & Yamaguchi, M. (2014). Technology and teaching: A conversation among faculty regarding the pros and cons of technology. The Qualitative Report, 19(6).
Klausmeier, Jr., R. L. (1994). Responsibilities and strategies of successful mentors. The Clearing House, 68(1), 27-29..
Kumar, N., Rose, R.C., & D’Silva, J.L. (2008). Teachers’ readiness to use technology in the classroom: An empirical
study. European Journal of Scientific Research Vol.21 No.4 (2008), pp.603-61
Lei, J. (2009). What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.
Lowther, D.L., Strahl, J.D., Zoblotsky, T.A., & Huang, Y. (2008). Florida’s enhancing education through technology leveraging laptops: Effective models for enhancing student achievement evaluation report. Center for
Research in Educational Policy, The University of Memphis.
Madlambayan, J. V. (2013). ‘Honey, I’M (At) home’: live experiences and challenges: A closer look on the lives of
househusbands with absentee wives (Unpublished Thesis). University of the Assumptions.
Manna, R. (2015). What big challenges do new teachers face? Retrieved from: http://www.scholastic.com/ teachers/
article/what-big-challgenges-do-new-teachers-face.
Marshall, C., & Rossman, G.B. (2010). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage Publications.
McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York:
Longman.
Mehrpour, S., & Moghaddam, M. (2018). Exploring novice and experienced Iranian EFL teachers’ beliefs representations: A more vivid picture. Online Submission, 12(2), 17-50.
Mocanu, M., & Deaconu, A. (2017). The Use of information and communication technology (ICT) as a teaching
method in vocational education and training in tourism. Sage Publications.
Moore, S. (2007). Retrospective insights on teaching: Exploring teaching excellence through the eyes of the alumni.
Journal of Further and Higher Education, 31, 133-143.
Nana, A., Gilbert, T., Amevi, A., Wisdom, T., & Kwame, A. (2018). AIDS: An ICT model for integrating teaching,
learning and research in technical university education in Ghana. Sage Publications.
Nurdin, E. S. (2015). The policies on civic education in developing national character in Indonesia. International
Education Studies, 8(8), 199-209.
Oliver, R., Reschly, D., & Wehby, J. (2011). The effects of teachers’ classroom management practices on 88disruptive,
or aggressive student behavior: A systematic review. Campbell Systematic Reviews, 7(4).
Padilla-Díaz, M. (2015). Phenomenology in educational qualitative research: Philosophy as science or philosophical
Science. International Journal of Educational Excellence (2015) Vol. 1, No. 2, 101-110ISSN 2373-5929.
Patterson, G. R., DeBaryshe, B., & Ramsey, E. (1990). A developmental perspective on antisocial behavior. American
Psychologist.
Reiman, A. J., & Edelfelt, R. (1990). School-based mentoring programs: Untangling the tensions between theory and
research (Research Rep. No. 90-7). Raleigh, N.C: North Carolina State University, Department of Curriculum and Instruction.
Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational high school teachers’ difficulties in implementing
the assessment in curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33-48.
Rosa, J. D. (2016). Experiences, perceptions and attitudes on ICT integration: A case study among novice and experienced language teachers in the Philippines. International Journal of Education and Development using
ICT, 12(3).
Saefurrohman & Balinas, E. (2016). English teachers classroom assessment practices. International Journal of Evaluation and Research in Education (IJERE). Vol. 5, No.1, March 2016, pp. 82 ~ 92.ISSN: 2252-8822.82.
Schweitzer, R. P. D. (1998). Phenomenological research methodology: A guide. Paper presented at Phenomenology
Seminar for Edith Cowan University, Bunbury WA. Bunbury.
Shapley, K.S., Sheehan, D., Maloney, C., Caranikas-walker, F., Huntsberger, B., & Malony, C. (2010). Evaluating the
implementation fidelity of technology immersion and its relationship with student achievement. The Journal
of Technology, Learning and Assessment, 9(4)
Sutrop, M., Harro-Loit, H., & Jung, N. (2013). Values education assessment model for schools: Why and how. University of Tartu Centre of Ethics (pp. 199-215).
Suyatno, Jumintono, Pambudi, D. I., Mardati, A., & Wantini (2019). Strategy of values education in the Indonesian Education System. International Journal of Instruction, 12(1), 607-624. https://doi.org/ 10.2933 3/
iji.2019.12139.
Ünal, Z., & Ünal, A. (2012). The impact of years of teaching experience on the classroom management approaches
of elementary school teachers. International journal of Instruction, 5(2). Universal Journal of Educational
Research.
Varadharajan, M., & Buchanan, J. (2017). Any small change? Teacher education, compassion, understandings and perspectives on global development education. International Journal of Development Education
and Global Learning, 9 (1): 33–48.
Voinea, M., & Toader, P. (2014). Teachers’ professional identity in the 21st century Romania. Transilvania University
of Brasov, 29, B-dul Eroilor, Brasov, 500036, Romania.
Young, H. & Goering, C. (2018). Teachers’ increased use of informational text: A phenomenological study of five
primary classrooms. Educational Considerations, 44 (1), 2.
Zachary, L. J. (2000). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA.
Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 5(1)
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal Of Teacher Education & Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
Copyright Ownership
All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication. -
Usage Rights
The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher. -
Open Access Policy
Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal. -
Restrictions
Users may not alter, sell, or republish the content without formal authorization from the journal. -
Third-Party Content
Any material not owned by the journal is clearly identified, and separate permissions may be required for its use. -
Disclaimer
While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.
