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Abstract
The study underscores the remarkable human capacity for resilience and determination when confronted with challenging life situations. Specifically, this research delves into a teacher's interactions with a group of high school students who, due to their unique circumstances, embarked on a transformative journey, overcoming obstacles in the realm of education. The research focused on a private school in Araimiri in the Gulf Province of Papua New Guinea. Employing a qualitative methodology, the study specifically adopts an autoethnographic approach. This autoethnography unfolds against the backdrop of a unique and immersive experience, exposing the researcher to the intricate social dynamics, behaviors, and practices of a group of students. Through keen observations, profound conversations, shared experiences, and the examination of artifacts, the study offers an in-depth and distinctive perspective on the educational landscape during the specified period. The study sought to determine the circumstances that made the experiences of students and teachers significant, to identify key elements of the initial education-related situations of students, to determine the initiatives made to help students improve academically, and to reveal significant findings that manifested through the analyses of the experience. These are the conclusions of the study. First, teachers’ awareness of students' struggles and unique conditions helps them strengthen their teaching approaches. Second, students’ commitment to their lead role in the education process is imperative. Third, teachers’ depth in the understanding of topics and their commitment to teaching help in the ability to simplify complex concepts. Fourth, students’ prerequisite capabilities when introducing new lessons reinforce learning. Fifth, the implemented curriculum should match with relevant assessments that are often provided by the government or industry. These conclusions imply that educational processes are multifaceted and interconnected with components that have to be harmonized to ensure effectiveness.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Narsico, P. G. (2024). A Perspective-Changing Teaching Experience in Araimiri. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 993-1007. https://doi.org/10.11594/ijmaber.05.03.22
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Àndrés, A., Martínez-Molina, A., Casquero-Modrego, N., & Suk, J. Y. (2021). The im-pact of peer learning on student perfor-mance in an architectural sustainability course. International Journal of Sustaina-bility in Higher Education, 23(1), 159–176. https://doi.org/10.1108/ijshe-11-2020-0447
Aringka, Y. (2023). Diagnostic Assessment in Implementing Curriculum Merdeka on Senior High school. JUPE : Jurnal Pen-didikan Mandala, 8(3), 913. https://doi.org/10.58258/jupe.v8i3.5917
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Boylorn, R. M., & Orbe, M. P. (Eds.). (2020, No-vember 26). Critical Autoethnography. https://doi.org/10.4324/9780429330544
Chandra, S. P., & Chand, S. P. (2024, February 5). Reading with Understanding in a Low-er Primary Classroom: A Learning Jour-ney to Improve Teacher Practice and Student Learning Outcome. Reading Psy-chology, 1–28. https://doi.org/10.1080/02702711.2024.2309344
Chen, J. (2024). Reimaging teacher resilience for flourishing. The Asia-Pacific Educa-tion Researcher. https://doi.org/10.1007/s40299-023-00810-5
Dio, R. V. (2020). Exploring Vertical coherence of content topics in Philippine Spiral KTO10 Mathematics Curriculum. Interna-tional Journal of Learning, Teaching and Educational Research, 19(11), 259–282. https://doi.org/10.26803/ijlter.19.11.15
E. Evangelio, J. D. (2023, November 17). Peda-gogical Approaches in Teaching Second-ary Mathematics in the Division of Batan-gas Province. International Multidiscipli-nary Research Journal, 5(3). https://doi.org/10.54476/ioer-imrj/449440
Egitim, S., & Watson, D. (2024). Language teacher’s pedagogical transformation through a critical autoethnographic lens. Social Sciences & Humanities Open, 9, 100837. https://doi.org/10.1016/j.ssaho.2024.100837
Ellis, C. S., & Bochner, A. P. (2006, August). Ana-lyzing Analytic Autoethnography. Journal of Contemporary Ethnography, 35(4), 429–449. https://doi.org/10.1177/0891241606286979
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Fauskanger, J., Helgevold, N., Kazima, M., & Jakobsen, A. (2022). Challenging Mala-wian primary teachers’ views on mathe-matics teaching and learning through les-son study. International Journal for Les-son and Learning Studies, 11(1), 26–39. https://doi.org/10.1108/ijlls-10-2021-0087
Gabrielyan, A. R. (2023). INTEGRATED LES-SONS IN THE CONTEXT OF PROJECT-BASED LEARNING. SHPH Gitakan Teghekagir, 147–156. https://doi.org/10.54151/27382559-23.2pb-147
García-Peinado, R. (2024). The impact of class-room climate on emotional development in childhood. Environment and Social Psychology, 9(1). https://doi.org/10.54517/esp.v9i1.1868
Ghany, W. A., & Wahyudin, W. (2021). The im-plementation of supportive classroom environment in VII-Grade Mathematics learning. JTAM (Jurnal Teori Dan Aplikasi Matematika), 5(1), 225. https://doi.org/10.31764/jtam.v5i1.3919
Güler, B., Eyüpoğlu, İ., Taş, F., & Büyükşahin, Y. (2023). Taking interdisciplinary science learning to nature. Ondokuz Mayis Uni-versity Journal of Education Faculty. https://doi.org/10.7822/omuefd.1286835
Hamami, T., & Nuryana, Z. (2022, December 7). A holistic–integrative approach of the Muhammadiyah education system in In-donesia. HTS Teologiese Studies / Theo-logical Studies, 78(4). https://doi.org/10.4102/hts.v78i4.7607
Hermansen, H., & Mausethagen, S. (2023). Be-yond the research–practice gap: Con-structing epistemic relations in teacher education. International Journal of Edu-cational Research, 119, 102171. https://doi.org/10.1016/j.ijer.2023.102171
Hollenstein, L., Rubie-Davies, C. M., & Brühwiler, C. (2023). Teacher expecta-tions and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics. So-cial Psychology of Education. https://doi.org/10.1007/s11218-023-09856-1
Hsieh, S., Chang, Y. H., Yao, Z. F., Yang, M. H., & Yang, C. T. (2024, February 9). The effect of age and resilience on the dose–response function between the number of adversity factors and subjective well-being. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1332124
Iñarrairaegui, M., Fernández-Ros, N., Lucena, F., Landecho, M. F., Garcı́A, N., Quiroga, J., & Herrero, J. (2022). Evaluation of the qual-ity of multiple-choice questions accord-ing to the students’ academic level. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03844-3
Kauppinen, E., & Palojoki, P. (2023). Striving for a holistic approach: exploring food education through Finnish youth centers. Food, Culture, and Society, 1–18. https://doi.org/10.1080/15528014.2023.2188661
Kingsford-Smith, A. A., Alonzo, D., Beswick, K., Loughland, T., & Roberts, P. (2024, May). Perceived autonomy support as a predic-tor of rural students’ academic buoyancy and academic self-efficacy. Teaching and Teacher Education, 142, 104516. https://doi.org/10.1016/j.tate.2024.104516
Koay, J. (2023, October). Self-directed profes-sional development activities: An au-toethnography. Teaching and Teacher Education, 133, 104258. https://doi.org/10.1016/j.tate.2023.104258
Kohen-Vacs, D., & Hardof-Jaffe, S. (2023). Can we make our students pedagogical design partners? Ubiquity Proceedings. https://doi.org/10.5334/uproc.78
Laundon, M., McDonald, P., & Greentree, J. (2023, August 31). How education and training systems can support a digitally-enabled workforce for the manufacturing industry of the future: an exploratory study. Education + Training, 65(6/7), 909–922. https://doi.org/10.1108/et-04-2023-0158
Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. Interna-tional Journal for Lesson and Learning Studies, 9(3), 221–244. https://doi.org/10.1108/ijlls-01-2020-0003
Lestari, Y. B., Yusra, K., Hanafi, N., Nawawi, N., & Nuriadi, N. (2022, October 17). Person-al and Contextual Factors Influencing Teacher Agency in Overcoming Students’ Learning Difficulties. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 6(2), 331. https://doi.org/10.26858/eralingua.v6i2.34196
Li, Z. (2023). Analysis of “Teaching” and “Learning” in Interdisciplinary Learning. Journal of Contemporary Educational Re-search, 7(12), 248–252. https://doi.org/10.26689/jcer.v7i12.5817
Liu, Y., Wels, J., James, S., Keuss, S. E., Maddock, J., Parker, T. D., Stafford, J., Schott, J. M., Richards, M., & Patalay, P. (2023, Decem-ber). Persistent financial adversity across adulthood and cognitive ageing: A lifecourse investigation. Alzheimer’s & Dementia, 19(S22). https://doi.org/10.1002/alz.072231
Longkumer, W., & Langstieh, M. (2024, Febru-ary 19). “Right to Education Act”: Exam-ining Elementary Schools of Tuensang District, Nagaland, Northeast India. Asian Journal of Education and Social Studies, 50(3), 247–256. https://doi.org/10.9734/ajess/2024/v50i31301
Narsico, L. O., & Narsico, P. G. (2023, December 20). Technical Curriculum Implementa-tion and Evaluation Framework. Interna-tional Journal of Multidisciplinary: Ap-plied Business and Education Research, 4(12), 4168–4181. https://doi.org/10.11594/ijmaber.04.12.02
Özkale, A., & Memi̇Ş, Y. (2022). İLKÖĞRETİM MATEMATİK ÖĞRETİM PROGRAMINDA SARMAL YAKLAŞIM YANSIMALARININ İNCELENMESİ. Milli Eğitim Dergisi, 51(234), 1031–1062. https://doi.org/10.37669/milliegitim.848842
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