Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Teacher knowledge survey.
Zeitschriftenartikel zum Thema „Teacher knowledge survey“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Teacher knowledge survey" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Kim, Jung In. „Developing and Validating a Survey of Korean Early Childhood English Teachers’ Knowledge“. English Language Teaching 8, Nr. 12 (22.11.2015): 170. http://dx.doi.org/10.5539/elt.v8n12p170.
Der volle Inhalt der QuelleAnnotation:
<p>The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current early childhood English teacher, the initial survey questionnaire was developed. Then, think-aloud interviews were conducted with samples from four groups with different teaching experience as they took the survey to see whether or not they understood the survey questions and whether or not the survey questions/statements represented their professional knowledge accurately. Lastly, a finalized survey was distributed to 40 current early childhood English teachers (K-2) in Korea. The theoretical framework of teacher knowledge was drawn upon Grossman’s (1999) “model of teacher knowledge” such as subject matter knowledge, general pedagogical knowledge, pedagogical content knowledge and knowledge of context. The data were analyzed by using descriptive statistics, Cronbach-alpha, and split-half. The findings will show subcomponent of teacher knowledge, characteristics of the participants and survey items’ reliability. The implications of analyzing teacher knowledge survey to gain insight into developing curriculum in early childhood English teacher education.</p>
2
Sojanah, Janah, Suwatno Suwatno, Kodri Kodri und Amir Machmud. „FACTORS AFFECTING TEACHERS’ TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (A SURVEY ON ECONOMICS TEACHER KNOWLEDGE)“. Jurnal Cakrawala Pendidikan 40, Nr. 1 (17.02.2021): 1–16. http://dx.doi.org/10.21831/cp.v40i1.31035.
Der volle Inhalt der QuelleAnnotation:
This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out to forty economics teachers. The instrument validity was measured using the CVR formula, and the instrument reliability was tested using construct reliability. The data were collected by means of questionnaires and then analyzed using descriptive analysis and Structural Equation Modeling (SEM). The results show that the teachers’ experience, training, facilities and infrastructure, self-efficacy, as well as motivation are at a low level. Likewise, the teachers’ TPACK seems to be low. Moreover, it is found that teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation have positive effects on teachers’ TPACK.
3
Triastuti, Anita. „ASSESSING ENGLISH PRE-SERVICE TEACHERS’ KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL“. TEFLIN Journal - A publication on the teaching and learning of English 31, Nr. 1 (12.06.2020): 108. http://dx.doi.org/10.15639/teflinjournal.v31i1/108-138.
Der volle Inhalt der QuelleAnnotation:
This study aimed to assess pre-service teachers’ knowledge base of teaching and the extent they perceive and reflect its implementation in a microteaching course. Employing mixed-methods design, the study involved pre-service teachers in a state university in Special Territory of Yogyakarta. The quantitative data were collected from a test on the pre-service teachers’ understanding of teacher knowledge base of teaching and a survey of their perceptions towards the implementation of teacher knowledge base of teaching in their microteaching practices. The qualitative data were gathered from the pre-service teachers’ reflections. The findings showed that despite the overall good test score average of the pre-service teachers’ knowledge base of teaching and the generally positive self-rating perceptions, the pre-service teachers’ limited and descriptive reflections did not sufficiently depict their actual implementation of teacher knowledge base of teaching in their microteaching practices.
4
Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant und Youyoung Choi. „Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions“. Journal for Research in Mathematics Education 45, Nr. 2 (März 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.
Der volle Inhalt der QuelleAnnotation:
This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
5
Akgunduz, Devrim, und Canan Mesutoglu. „STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development“. Science Education International 32, Nr. 2 (31.05.2021): 172–81. http://dx.doi.org/10.33828/sei.v32.i2.11.
Der volle Inhalt der QuelleAnnotation:
The goals of this study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.
6
SUPERMANE, SUGUNAH, und Ahmad Zainal. „Assessing Knowledge Management In Teacher Education“. International Journal of Instruction, Technology and Social Sciences 1, Nr. 2 (21.07.2020): 36–40. http://dx.doi.org/10.47577/ijitss.v1i.21.
Der volle Inhalt der QuelleAnnotation:
Knowledge management should be the limelight in order to produce more competent teacher educators in Teacher Education Institutes. Precisely, knowledge management is an information technology competency that should be developed to produce smart and knowledgeable generation. Align with this, approaches on encouraging knowledge management in teacher education are found to be very significant in producing more resourceful teachers. Despite the significance of knowledge management in teacher education, valid instruments have proven yet to be developed. Hence, the main aim of this study was to develop a valid instrument to assess knowledge management among teacher educators. A survey encompassed 100 teacher educators was carried out in Malaysian Teacher Education Institutes. An exploratory factor analysis (EFA) was employed to identify the underlying factors. Result of EFA formed Knowledge Management Practice Inventory (KMPI) comprised of 22 items which explained 78.477% of the total cumulative variance. Based on these findings, KMPI can be used as a valid instrument to assess knowledge management among teacher educators in Teacher Education Institutes. Besides, it provides comprehensive guidelines for leaders to organize intensive training on knowledge management in Teacher Education Institutes
7
Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung und Hyeoncheol Kim. „Student Knowledge Prediction for Teacher-Student Interaction“. Proceedings of the AAAI Conference on Artificial Intelligence 35, Nr. 17 (18.05.2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.
Der volle Inhalt der QuelleAnnotation:
The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
8
Laudari, Suman, und Julia Prior. „Examining the Technological, Pedagogical and Content Knowledge of Nepalese Teacher Educators“. Journal of NELTA 25, Nr. 1-2 (31.12.2020): 43–61. http://dx.doi.org/10.3126/nelta.v25i1-2.49730.
Der volle Inhalt der QuelleAnnotation:
Teacher-educators’ TPACK profile suggests whether and/or to what extent they can help future teachers to develop competencies required to teach with technology. However, teachers-educators’ digital competencies are not well understood because of the limited number of research studies. This study contributes to the existing body of knowledge by providing insights into the Nepali teacher-educators’ competencies in the use of educational technology. The study collected data from 153 teacher educators from 63 teacher education campuses in Nepal using a TPACK questionnaire combined with an ICT confidence survey. The findings reveal that teacher educators were more confident about their pedagogical knowledge (PK) and content knowledge (CK) than their technological knowledge (TK) and technological, pedagogical and content knowledge (TPACK). The findings suggest that the teacher educators lacked competencies to teach and to demonstrate technology integration in educational practice. The implication of this finding is that pre-service teachers will miss the opportunity to gain the skills and knowledge required to use technology in their future practice.
9
Choy, Doris, Kam Ming Lim, Sylvia Chong und Angela F. L. Wong. „A Confirmatory Factor Analytic Approach on Perceptions of Knowledge and Skills in Teaching (PKST)“. Psychological Reports 110, Nr. 2 (April 2012): 589–97. http://dx.doi.org/10.2466/03.11.pr0.110.2.589-597.
Der volle Inhalt der QuelleAnnotation:
This paper reports the cross-validation of the factor pattern of the Perceptions of Knowledge and Skills in Teaching (PKST) survey, which was used to assess the self-perceived pedagogical knowledge and skills of pre-service and beginning teachers. The sample comprised 323 pre-service teachers enrolled in a 1-yr. post-graduate teacher education program in Singapore. The survey had 37 items distributed across six scales: student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern. A confirmatory factor analysis (CFA) was used to cross-validate the survey's factor pattern. The results showed that the model was an acceptable fit to the data. The PKST survey can thus be adapted by different teacher education programs to assess pre-service and beginning teachers' progress in developing their pedagogical knowledge and skills.
10
Kim, Jihyun, Kenneth Frank, Peter Youngs, Serena Salloum und Kristen Bieda. „Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers“. Journal for Research in Mathematics Education 53, Nr. 3 (Mai 2022): 181–203. http://dx.doi.org/10.5951/jresematheduc-2020-0093.
Der volle Inhalt der QuelleAnnotation:
Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.
11
Kaur A. P., Raveenajit, Kalvant Singh und Alberto Luis August. „Exploring the Factor Structure of the Constructs of Technological, Pedagogical, and Content Knowledge (TPACK): An Exploratory Factor Analysis Based on the Perceptions of TESOL Pre-Service Teachers at a British Private University in Malaysia“. Research Journal of Education, Nr. 72 (18.06.2021): 103–15. http://dx.doi.org/10.32861/rje.72.103.115.
Der volle Inhalt der QuelleAnnotation:
Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.
12
Sobandi, A., Edi Suryadi, M. Arief Ramdhany und Rasto Rasto. „Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools“. Jurnal Cakrawala Pendidikan 40, Nr. 3 (21.10.2021): 738–49. http://dx.doi.org/10.21831/cp.v40i3.42489.
Der volle Inhalt der QuelleAnnotation:
The development of students in mastering the skills of the 21st century is certainly inseparable from the role of educators in understanding the various skills and the use of digital technology associated with it, supported by knowledge management process and knowledge sharing. The purpose of this study is to analyze the effect of the knowledge management process and knowledge sharing on teacher literacy skills at State Vocational High Schools (VHSs) in West Java. To collect data, a questionnaire was used. This research used a quantitative approach through descriptive and verification research. Based on the characteristics of the variables, a survey using a 7-point Likert scale questionnaire was conducted. This research was purposely administered to 162 teachers from 54 VHSs at 27 cities/regencies in West Java. The Partial Least Square Structural Path-Modeling (PLS-PM) was used to test the hypotheses. The research outcomes revealed that the knowledge management processes and knowledge sharing have a positive effect on teacher literacy skills. Information literacy is important for building literacy skills, but achievement is relatively low. The teacher needs to align these skills with more appropriate directions so that teachers’ literacy skills in the learning process can be more effective.
13
Li, Qing, Scot W. McNary und Tracy Boyd. „Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs“. Athens Journal of Sciences 10, Nr. 2 (02.06.2023): 65–82. http://dx.doi.org/10.30958/ajs.10-2-1.
Der volle Inhalt der QuelleAnnotation:
Aiming to bridge the gap in the field of computational thinking and computing education, this study examines preservice teachers’ knowledge of and self-efficacy related to CT assessment. It also develops a reliable instrument to understand the construct of teacher assessment of CT. Specifically, the research questions focus on investigating the extent of preservice teachers’ knowledge and level of self-efficacy of CT assessment, and identifying the difference between demographic variables on teacher knowledge and self-efficacy related to CT assessment. Adopting a cross-sectional survey design, the participants were 182 preservice teachers. Both descriptive statistics and Exploratory Factor Analysis were used to analyze the data. The results show that the preservice teachers know little about how to use CT assessment to help students, and they believe they know even less about using specific assessment techniques to accomplish assessment. Keywords: computational thinking, assessment, teacher knowledge, teacher self-efficacy
14
Carroll, Grace, und Soonhye Park. „Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching“. Education Sciences 13, Nr. 4 (17.04.2023): 405. http://dx.doi.org/10.3390/educsci13040405.
Der volle Inhalt der QuelleAnnotation:
Science teacher knowledge for effective teaching consists of multiple knowledge bases, one of which includes science content knowledge and pedagogical knowledge. With the inclusion of science and engineering practices into the national science education standards in the US, teachers’ content knowledge goes beyond subject matter knowledge and into the realm of how scientists use practices for scientific inquiry. This study compares two approaches to constructing and validating two different versions of a survey that aims to measure the construct of teachers’ knowledge of models and modeling in science teaching. In the first version, a 24-item Likert scale survey containing content and pedagogical knowledge items was found to lack the ability to distinguish different knowledge levels for respondents, and validation through factor analysis indicated content and pedagogical knowledge items could not be separated. Findings from the validation results of the first survey influenced revisions to the second version of the survey, a 25-item multiple-choice instrument. The second survey employed a competence model framework for models and modeling for item specifications, and results from exploratory factor analysis revealed this approach to assessing the construct to be more appropriate. Recommendations for teacher assessment of science practices using competence models and points to consider in survey design, including norm-referenced or criterion-referenced tests, are discussed.
15
Ntim, Stephen Kwabena. „Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education“. International Journal of Education 9, Nr. 3 (27.09.2017): 149. http://dx.doi.org/10.5296/ije.v9i3.11686.
Der volle Inhalt der QuelleAnnotation:
This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.
16
Burbidge, Tamsin, und Rebecca Hamer. „Academic Honesty in the International Baccalaureate Diploma Programme“. Journal of International Students 10, Nr. 2 (15.05.2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.
Der volle Inhalt der QuelleAnnotation:
Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State schools rely significantly more on student and teacher initiative to refresh or check their knowledge, such as accessing handbooks, and less on offering targeted student or teacher academic integrity training, than private schools.
17
Lara-Alecio, Rafael, Shifang Tang, Kara L. Sutton-Jones, Beverly J. Irby, Fuhui Tong, David D. Jimenez und Elsa G. Villarreal. „Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development“. International Journal of Virtual and Personal Learning Environments 11, Nr. 1 (Januar 2021): 64–86. http://dx.doi.org/10.4018/ijvple.2021010105.
Der volle Inhalt der QuelleAnnotation:
Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to meet the needs of these students. The authors examined the improvement of Texas in-service teachers' English as a second language (ESL) pedagogical and content knowledge after participating in a VPD program designed for developing teachers' ESL instructional capacity. Chi-square analyses were conducted with participant pre- and post-survey data (n=61). Results indicated a significant improvement in teacher knowledge after program completion. There was no difference in teachers' knowledge gains based on their school district location. These findings are in line with other researchers who have found improvement in terms of teacher knowledge and instructional practices after participation in VPD.
18
Daryai-Hansen, Petra, Samúel Lefever und Inta Rimšāne. „Teachers' Attitudes, Knowledge and Skills in Respect to the Language Awareness Approach“. International Journal of Bias, Identity and Diversities in Education 4, Nr. 2 (Juli 2019): 28–42. http://dx.doi.org/10.4018/ijbide.2019070103.
Der volle Inhalt der QuelleAnnotation:
This article will present findings from the DELA-NOBA project. During the project, quantitative and qualitative data from the participating teachers from pilot schools in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden were collected to investigate the participating teachers' attitudes, knowledge and skills and experiences of using language awareness activities in teaching. Based on teacher cognition as theoretical and methodological framework, the authors will present data from the teachers' survey at the beginning of the project, the teachers' interim survey and the focus group interviews at the end of the project.
19
Khizar, Asma Khizar, Muhammad Nadeem Anwar und Mushtaq Ahmad Malik. „Reflection of Teacher Educator’s Professionalism on Prospective Teachers“. Global Social Sciences Review IV, Nr. II (30.06.2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.
Der volle Inhalt der QuelleAnnotation:
Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices
20
Abebe, Fitsum F., Martonia Gaskill, Tommy Hansen und Xianquan Liu. „Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning“. International Journal of Teacher Education and Professional Development 5, Nr. 1 (Januar 2022): 1–16. http://dx.doi.org/10.4018/ijtepd.2022010104.
Der volle Inhalt der QuelleAnnotation:
This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.
21
Wylie, E. Caroline, und Richard J. Tannenbaum. „KNOWLEDGE AND SKILL INDICATORS IMPORTANT FOR BEGINNING TEACHERS: A SURVEY OF PENNSYLVANIA TEACHERS AND TEACHER EDUCATORS“. ETS Research Report Series 2003, Nr. 1 (Juni 2003): i—51. http://dx.doi.org/10.1002/j.2333-8504.2003.tb01897.x.
Der volle Inhalt der Quelle
22
Niebles-Thevening, Indira, Angela Bailey und Nayibe Rosado. „Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context“. Profile: Issues in Teachers' Professional Development 24, Nr. 2 (27.07.2022): 99–115. http://dx.doi.org/10.15446/profile.v24n2.92797.
Der volle Inhalt der QuelleAnnotation:
This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students’ perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers’ professional development.
23
Simon, Shirley, Paul Davies und Jillian Trevethan. „Advancing teacher knowledge of effective argumentation pedagogy“. Educar em Revista, Nr. 44 (Juni 2012): 59–74. http://dx.doi.org/10.1590/s0104-40602012000200005.
Der volle Inhalt der QuelleAnnotation:
This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-work, introducing argument and sustaining small group discussion, and curriculum planning to promote argumentation activity. Between sessions the teachers develop each aspect of pedagogy in their schools. Data are collected from each of the participating schools using teacher survey and interviews to ascertain perspectives on argumentation practice in science, pedagogical strategies used, changes in practice and collaborative working with colleagues in school. The paper focuses on the issues of research design in determining the impact of the workshops.
24
Yohamintin, Yohamintin. „Teacher Resilience and Learning Innovation Measurement: Exploring the Moderating Effects of Knowledge Sharing and Openness to Experience“. Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, Nr. 3 (16.08.2023): 923–37. http://dx.doi.org/10.33650/al-tanzim.v7i3.5212.
Der volle Inhalt der QuelleAnnotation:
This study aims to determine the level of openness to experience and knowledge sharing on learning innovation and teacher resilience affected by the eruption of Mount Semeru in Lumajang Regency, East Java Province. This research is a non-experimental quantitative research with a survey design. A total of 180 teachers selected by purposive sampling participated in this survey research. The data that has been collected was then analyzed using the WARP PLS 7.3 application and the IBM Statistical Package for Social Science (SPSS) version 23 application. The results of the analysis using WARP PLS 7.3 found values indicating that: 1) teacher resilience has an effect on knowledge sharing of 74.4 %., 2) teacher resilience has an effect on openness to experience of 71.6%. 3) teacher resilience has no effect on innovation learning. 4) knowledge sharing has an effect on innovation learning by 28.6%. 5) openness to experience affects innovation learning by 66.4%. 6) teacher resilience has an effect on innovation learning through knowledge sharing of 44.0%. This means that knowledge sharing can become a mediator variable in influencing the innovation learning model of the teacher resilience variable. 7) teacher resilience has an effect on innovation learning through knowledge sharing of 66.8%. This means that openness to experience is able to become a mediator variable in influencing innovation learning from teacher resilience variables.
25
Karim, Sayit Abdul. „Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators“. Register Journal 14, Nr. 1 (04.02.2021): 1–24. http://dx.doi.org/10.18326/rgt.v14i1.1-24.
Der volle Inhalt der QuelleAnnotation:
The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions
26
Callahan, Vince. „182 The Brain Becomes What the Brain Does“. CNS Spectrums 25, Nr. 2 (April 2020): 315. http://dx.doi.org/10.1017/s1092852920000978.
Der volle Inhalt der QuelleAnnotation:
Abstract:The lack of current research regarding teacher knowledge about early life stress (ELS) in children needs to be expanded. The purpose of this study was to assess teacher knowledge, educational training levels, and their individual ability to identify signs and symptoms of ELS. Participants were given the Early Life Stress Assessment Survey. The statistical analysis of respondent survey data indicated that 85% of survey participants had little or no knowledge of the topic and have not attended at least one professional training course or seminar. This result was significant, because 96% of participating teachers indicated they had students who have experienced ELS in their classrooms. Additionally, participants were asked to identify signs and symptoms of ELS versus other types of learning disabilities. The average survey score was 58% correct answers.
27
Basikin, Basikin. „The Contribution of Inservice Teacher Education Program (PPG) on Teachers' Professionalism“. English Language Teaching Educational Journal 6, Nr. 2 (22.06.2024): 124–36. http://dx.doi.org/10.12928/eltej.v6i2.10076.
Der volle Inhalt der QuelleAnnotation:
Teacher professional development (TPD) programs have been considered an inportant aspect in teacher development and quality improvement. They are believed to be able to improve teachers’ knowledge and skills which in turn improve students’ learning and improvement. This study examined the contribution of a TPD program for English teachers, PPG in Indonesia on the teacher professionalism, particularly their beliefs about good English teaching, knowledge and skills in English teaching, and practices in the classrom teaching. Data were collected through a close-ended survey, observation, and reflectice interviews with online-inservice PPG techear alumni. Findings suggested that although teacher participants reported that PPG contributed to changes in their beliefs about better English teaching and knowledge and skills in teaching English, such chnages were not reflected in their teaching practices. Such findings implied an improvement of the PPG program structure to include support provided toi teachers when they implement the knowledge and skills in the classrooms.
28
Liang, Guodong, und Motoko Akiba. „Characteristics of teacher incentive pay programs: a statewide district survey“. Journal of Educational Administration 53, Nr. 6 (07.09.2015): 702–17. http://dx.doi.org/10.1108/jea-09-2013-0106.
Der volle Inhalt der QuelleAnnotation:
Purpose – The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri. Design/methodology/approach – This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and characteristics of financial incentives that Missouri districts used to recruit, reward, and retain quality teachers. Findings – The data showed that, during the 2009-2010 academic year, 32 percent of the districts offered at least one financial incentive to recruit or retain teachers. Districts were more likely to reward teachers for obtaining National Board certification and for assuming extra duties than for teaching in the subject areas of shortage or in hard-to-staff schools. Larger districts with higher teacher salary were more likely than small districts to offer a larger number of incentive pay programs. Originality/value – The findings of this study advance our knowledge of local incentive pay policies. It also contributes to the global discourse of teacher compensation and incentives and can be informative to policymakers in the USA and around the world when designing and implementing incentive pay programs to teachers. Further, it sheds light on the important policy question of whether disadvantaged local educational agencies are more likely to use incentive pay programs to recruit and retain teachers and promote an equitable distribution of the teacher workforce. This informs the decision making of providing targeted support to those in need.
29
Zuhri, Fauris. „Teacher Professional Development in Developing English Assessments Through TPACK“. Jurnal Penelitian Pendidikan 22, Nr. 2 (24.08.2022): 135–44. http://dx.doi.org/10.17509/jpp.v22i2.48687.
Der volle Inhalt der QuelleAnnotation:
Exploring teacher professional development requires two main teaching factors in the digital era. They are internal factors and external. In internal, the teacher plays an essential role in developing professionalism in teaching. In shallow, it is teaching instruments – lesson plans. The appropriate English teacher and lesson plan development contribute significantly to teaching achievement. Therefore, this study explores how English teachers implement technological pedagogical and content knowledge to improve their English instructional assessments in teacher professional development. Implementing technical pedagogical and content knowledge in teacher professional development can gradually enhance their English instructional evaluations. They have different language competencies backgrounds by progressively implementing technological pedagogical and content knowledge in teacher professional development. Still, they can improve their English instructional assessments. The study uses a survey: a questionnaire, interviews, and observation are applied to find the data. The subjects are English teachers who joined teacher professional development in Surabaya 2020. The research results showed that implementing technological pedagogical and content knowledge can improve English instructional assessments in teacher professional development. Three factors contribute to integrating English instructional assessment with technical pedagogical and content knowledge. English teachers are more comfortable making English instructional assessments, alternative instructional English evaluations are available, and improved English instructional reviews. Therefore, English instructional evaluations are more exciting and challenging. Thus, integrating English instructional assessments with technological pedagogical and content knowledge in teacher professional development is crucial in improving teaching English in Indonesia.
30
Coggins, III, Porter E., und Janet Heuer. „Teacher Education Majors’ Basic Knowledge of U.S. Constitutional Rights and Pedagogical Implications“. International Research in Higher Education 2, Nr. 3 (27.07.2017): 1. http://dx.doi.org/10.5430/irhe.v2n3p1.
Der volle Inhalt der QuelleAnnotation:
University students in the United States preparing for a career in as teachers Pre-K - 12 professional education must possess a basic understanding of constitutional law applicable to the profession. Undergraduate teacher education majors in their first course for teacher education majors participated in a survey research study designed to measure their confidence in ability to explain a relevant example of the 1st, 4th, 10th, 14th, and 15th Amendments of the U.S. Constitution in the context of professional education. The survey questionnaire instrument asked the respondents to self-assess their level of confidence on the above constitutional amendments on a four-point Likert scale, and also asked the respondents to give a basic example of each of the above stated constitutional amendments. The findings indicate that these students have a low initial understanding of educationally relevant examples of these amendments and an unrealistically elevated belief in their ability to give relevant examples. The Mann-Whitney U test was used to determine differences between pre-survey and post-survey scores. The results indicated a statistically significant (p < .001) gain in their confidence to give educationally relevant examples of these amendments in the context of their profession at the end of the course. The effect sizes for differences in pre-survey and post-survey scores indicate a moderate difference for all questions except for one amendment. The pedagogical implications include insight for the course instructor on better engaging students in this content material for relevancy, retention, and application.
31
Sudrajat, Ahmad Kamal, Ibrohim Ibrohim und Herawati Susilo. „Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers“. International Journal of Evaluation and Research in Education (IJERE) 13, Nr. 6 (01.12.2024): 3796. http://dx.doi.org/10.11591/ijere.v13i6.30355.
Der volle Inhalt der QuelleAnnotation:
<span>Generation-Z dominating preservice biology teachers in this era. Teachers’ TPACK is influenced by factors such as demography. Technological, pedagogical and content knowledge (TPACK) is a framework used in teacher competence in Indonesia. This research will contribute to the training process of Generation-Z preservice biology teachers who have special characteristics. This study aims to determine the effect of demographic factors on the TPACK of Generation-Z preservice biology teachers. A total of 652 Generation Z preservice biology teachers from biggest ten Indonesian educational universities participated in this survey. The research results show that only gender has a relationship with TPACK in every aspect. Motivation to become a teacher influences TPACK, except for the technological knowledge (TK) aspect. In contrast, other aspects do not influence TPACK. Gender and motivation to become a teacher are factors that need attention in the training process for prospective biology teachers. Universities and the government can use these results to formulate suitable training programs for preservice biology teachers in Indonesia.</span>
32
Abdul-Wasiu, Rufai, Isaac Brilliant Essuman, Dennis Offei Kwakye und Issah Alhassan. „Descriptive Survey of Preservice Mathematics Teachers’ Perceived Knowledge and Use of Teaching and Learning Materials“. Journal of Mathematics Instruction, Social Research and Opinion 3, Nr. 2 (25.07.2024): 251–64. http://dx.doi.org/10.58421/misro.v3i2.284.
Der volle Inhalt der QuelleAnnotation:
This study explores how pre-service mathematics teachers use teaching and learning materials (TLMs) in lessons. It highlights the importance of utilising TLMs effectively to create an engaging math learning environment. Barriers and benefits of integrating TLMs are also examined due to limited pre-service teacher readiness literature. A survey involving 272 pre-service mathematics teachers used a quantitative approach to assess their knowledge, perceived barriers, and benefits of Teaching and Learning Materials (TLMs). Results showed that teachers have moderate TLM knowledge, with Trundle wheels being the most recognised and Abacus the least. The main barriers included time constraints, lack of computer skills, and limited TLM resources. However, teachers acknowledged the benefits of TLMs in boosting student engagement and comprehension of math concepts. The study reveals that pre-service teachers have a moderate level of knowledge about different Teaching and Learning Materials (TLMs), but there is variability in their familiarity with various materials. Barriers to using TLMs include a lack of resources in schools, time constraints, limited computer skills, and difficulties in teaching specific mathematical concepts. The research emphasises the importance of training programs for teachers to incorporate TLMs into their lessons effectively. Addressing these challenges is crucial for enhancing math education and providing students with interactive learning experiences. The findings offer valuable insights for policymakers and educators seeking to improve teacher preparation in TLM use.
33
Blaskova, Martina, Rudolf BlaÅ¡ko und KristÃna TrÅ¡ková. „Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 2 (27.03.2021): 23–36. http://dx.doi.org/10.18844/prosoc.v3i2.1596.
Der volle Inhalt der QuelleAnnotation:
Profession of a university teacher is extremely difficult and responsible. On the one hand, teachers are faced with a sense of high social responsibility for their work, and on the other hand, they need a high motivation for their work, often associated with a great deal of altruism and a sense of belonging with their colleagues and students. Based on the questionnaire survey, conducted on a sample of 357 students of University of Žilina, students deemed the skills to motivate and inspire students as essential attribute of a great university teacher. On the contrary, excessive criticism and demands of teachers in relation to students (which basically represents the mirror – reflection – of the teacher’s perceived responsibility) is considered by students as inappropriate, undesirable attribute of teacher. Based on analysis, synthesis, comparison and generalization of theoretical knowledge and evaluation of the survey results, the aim of paper is to focus attention on two academic top- attributes of teacher: (a) the effort to instill in students a high responsibility for their own decisions/outcomes; (b) the skills to motivate and inspire students to expected results. To master a harmonized mixture of these two elements represents a difficult decision problem of many university teachers. Therefore, conclusion of the paper gives a simple qualitative model of decision-making that can simplify teacher’s decision-making regarding the efforts to be popular among the students for easy tasks and/versus be respected in motivating-and-inspiring approach based on precise and hard work and interaction of both the student and the teacher.Â
34
Mahmud, Mahmud, Deni Darmawan, Uman Suherman und Jamilah Jamilah. „SURVEY TINGKAT PENGETAHUAN DAN KOMPETENSI GURU TENTANG TEKNOLOGI INFORMASI DAN KOMUNIKASI DI KABUPATEN GARUT“. PEDAGOGIA 15, Nr. 3 (25.04.2018): 266. http://dx.doi.org/10.17509/pdgia.v15i3.11022.
Der volle Inhalt der QuelleAnnotation:
The study was based on the development of information and communication technology (ICT), which enters theworld of education. ICT developments are always dynamic, so teachers need to adapt every dynamicdevelopment of ICT. Master Islamic senior high schools in Garut regency reached 1281 people, so to see thelevel of knowledge and competence utilization of ICT-based learning media need proper research. The survey of1281 people taking population recorded as a teacher of Islamic senior high schools. The sample of this researchis 100 people. The level of competence of teachers in the use of media-based learning information andcommunication technologies have a considerable level. The relationship between the level of knowledge with thelevel of teacher competence Islamic senior high schools in Garut has a very strong correlation value. Based onthe results of the study, submitted suggestions that teachers Aliyah madrasas in Garut has a high potential in thedevelopment of teaching and learning. Thus, to obtain an increase in the need for knowledge of the authority ofthe government to hold trainings, workshops, etc., so that the quality of education will be more advanced.
35
Reichenberg, Jennifer, Hilary Lochte, Corinne Kindzierski, Alayla Ende, Diana Maskell, Crystal Elias und Julie Henry. „Teacher Residency as a Path to Teacher Diversity“. Excelsior: Leadership in Teaching and Learning 15, Nr. 2 (2023): 173–92. http://dx.doi.org/10.14305/jn.19440413.2023.15.2.04.
Der volle Inhalt der QuelleAnnotation:
This phenomenological qualitative study examined the experiences of graduate-level teacher candidates enrolled in teacher residency programs and serving as teacher aides or assistants (TAs). Some participants were graduate-level teacher candidates already employed as TAs in a large urban district and enrolled in an Urban Pipeline Residency Program, a state-funded diversity initiative designed to increase the number of teachers from underrepresented groups by supporting TAs to pursue teacher certification. Additional participants were enrolled in the Traditional Residency Program and completed residencies in other local districts. Survey and interview data from TA/teacher candidates, mentors, and instructors showed that TA/teacher candidates in both groups experienced conflicting roles and identities, balanced demands of different classroom settings, lacked access to knowledge and materials, and balanced demands on their time. Informed by role theory, identity work, and culturally responsive pedagogy, this study suggests that programs for TA/teacher candidates may benefit from negotiating these tensions through: 1) support for TA/teacher candidates to develop their identities as teachers to address "role conflict", 2) strong communication protocols to address "role clarity", and 3) increased access to tools and knowledge to address "role enactment".
36
Nenohai, Juliana Mehelina Herlince, Damianus Dao Samo, Siprianus Suban Garak, Imelda Hendriani Eku Rimo und Imelda Paulina Soko. „Preservice mathematics teacher knowledge of higher order thinking skills“. Journal of Education and Learning (EduLearn) 18, Nr. 2 (01.05.2024): 588–97. http://dx.doi.org/10.11591/edulearn.v18i2.21184.
Der volle Inhalt der QuelleAnnotation:
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacherabout HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
37
Schmidt, William H., Nathan A. Burroughs, Richard T. Houang und Leland S. Cogan. „The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas“. Journal of Teacher Education 71, Nr. 2 (24.10.2018): 233–46. http://dx.doi.org/10.1177/0022487118805989.
Der volle Inhalt der QuelleAnnotation:
Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers—alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers.
38
Akiba, Motoko. „Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers“. education policy analysis archives 20 (21.05.2012): 14. http://dx.doi.org/10.14507/epaa.v20n14.2012.
Der volle Inhalt der QuelleAnnotation:
Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.
39
Ancheta, Winicel May. „Teachers’ Level of Knowledge of Reading and Content Area Reading Instruction“. International Journal of Language and Literary Studies 4, Nr. 1 (02.02.2022): 66–80. http://dx.doi.org/10.36892/ijlls.v4i1.802.
Der volle Inhalt der QuelleAnnotation:
The content area teachers' competencies were determined using a descriptive research methodology based on their level of knowledge of the nature of reading and content area reading instruction. Data were collected using the Assessment Tool on Teachers' Level of Knowledge of the Nature of Reading and Content Area Reading Instruction. To enhance the answers acquired from the survey questionnaire, unstructured interviews were used. Frequency count and mean were used to evaluate and interpret data gathered from teacher-respondents' level of knowledge of the nature of reading and content area reading instruction. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies.
40
Ghafar, Muhammad, Ahmad Zarkasyi und Faisol Mahmud Adam. „Impacts of Openness to Experience on Learning Innovation Model The Moderating Effect of Teacher Knowledge-Sharing“. Cendekia: Jurnal Kependidikan dan Kemasyarakatan 20, Nr. 2 (01.12.2022): 164–80. http://dx.doi.org/10.21154/cendekia.v20i2.4960.
Der volle Inhalt der QuelleAnnotation:
This study aims to determine the openness to experience and knowledge sharing on certified teacher learning innovations in Banyuwangi. This research was non-experimental quantitative research with a survey design. A total of 110 public and private Madrasah Aliyah teachers in Banyuwangi selected by purposive sampling participated in this survey research. The collected data were then analyzed using the WARP PLS 7.0 application and the IBM Statistical Package for Social Science (SPSS) version 23. Using WARP PLS 7.0 found that: 1) openness to experience affected knowledge sharing by 77 and 3%2) openness to experience affected the innovative learning model by 48.0%. 3) knowledge sharing affects the innovative learning model by 40.6%. 4) openness to experience the innovation learning model through knowledge sharing is 13.5. It shows that openness to experience in the form of ideas through the desire to be creative with the ideas and ideas that teachers have in various madrasa activities has an impact on the active attitude of teachers in writing books, articles, or research to share their knowledge with other teacher colleagues so that teachers have habituation which is indicated by learning patterns that are developed more effectively and efficiently.
41
Altheyab, Ahmad H. „Secondary School Teachers’ Perceptions of the Qualities of Effective EFL Teachers in Saudi Arabia“. American Journal of Education and Technology 2, Nr. 3 (01.07.2023): 28–39. http://dx.doi.org/10.54536/ajet.v2i3.1724.
Der volle Inhalt der QuelleAnnotation:
This study examined the perceptions of 138 Saudi secondary school male English teachers in Riyadh regarding the qualities of an effective EFL teacher. It aimed to investigate these qualities and explore the relationship between teachers’ experiences and perceptions. A survey research design was used, with data collected through a 5-point Likert-scale questionnaire. Descriptive analysis and an independent t-test were conducted. The findings revealed that effective EFL teachers possess various qualities in personal quality, attitude, pedagogical knowledge, subject matter knowledge, and classroom practice. Teachers considered all these qualities essential. However, no significant relationship was found between teachers’ experience and their perceptions of effective EFL teacher characteristics.
42
Brøseth, Heidi, und Mari Nygård. „First-year student teachers’ knowledge of L1 grammar“. L1-Educational Studies in Language and Literature 23 (15.05.2023): 1–30. http://dx.doi.org/10.21248/l1esll.2023.23.1.411.
Der volle Inhalt der QuelleAnnotation:
Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions:
RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education?
RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics?
The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.
43
Bloch-Rozmej, Anna. „Euphemisms and teacher–student interactions“. Linguistics Beyond and Within (LingBaW) 9 (30.12.2023): 6–22. http://dx.doi.org/10.31743/lingbaw.17012.
Der volle Inhalt der QuelleAnnotation:
The quality of teacher-student interactions appears to be one of the most significant prerequisites for effective instruction. One of the factors involved in determining this quality is definitely teacher talk that should adequately correspond both to the type of knowledge the teacher intends to transfer and students’ ability to absorb this knowledge. The latter we claim is directly related to the students’ attitude to the subject itself and the teacher. In this article we will delve into the problem of euphemisms as part of teacher and student talk with a view to determining the extent to which they might affect teacher-student interactions. The issue of euphemism use and their role in building positive relations in the language classroom will be discussed from the perspective of teachers’ experiences. To this end, we chose the research tool of an online questionnaire addressed at university teachers. The survey was administered in June 2023 and the results will be described and analyzed in the forthcoming pages. Euphemism use will also be considered as a manifestation of language creativity that should characterize good language teachers.
44
Suwarsito, Suwarsito, Stellamaris Metekohy, Nersiwad Nersiwad, Nur Alam und Muh Risal Tawil. „The Analysis of The Influence Work Experience and Work Culture on Performance of Islamic School Teachers.“ Journal on Education 6, Nr. 1 (24.05.2023): 719–24. http://dx.doi.org/10.31004/joe.v6i1.2986.
Der volle Inhalt der QuelleAnnotation:
This form of investigation employs a quantitative methodology. The method of gathering data takes the form of a survey. The participants in the study were educators, with a total of 20 teachers. The findings of the analysis indicated that the workplace culture has a noteworthy impact on teacher performance, accounting for 35.3%. Conversely, work experience was found to have no significant effect on teacher performance, contributing only 72%. It is important to note that to acquire good work experience, a teacher must possess the necessary skills and knowledge. The research also revealed that there is a significant correlation between work culture and work experience on teacher performance, contributing 35.8%. To enhance teacher performance, it is recommended that teachers cultivate a sense of enthusiasm and dedication when implementing the established school culture and acquire knowledge that aligns with their educational background
45
Орынбекова, Аружан. „ОРГАНИЗАЦИЯ ВЗАИМОДЕЙСТВИЙ МЕЖДУ УЧЕНИКОМ И УЧИТЕЛЕМ НА УРОКЕ МАТЕМАТИКИ“. Педагогика и методы обучения 63, Nr. 2 (12.06.2023): 57–65. http://dx.doi.org/10.47344/sdu20bulletin.v63i2.997.
Der volle Inhalt der QuelleAnnotation:
This article describes the methodology of organizing interaction between students and a teacher in a math lesson. Such a method of organization as the interaction of teacher and student is considered. One of the ways of interaction is independent work, as well as its key aspects, which make it possible to organize teaching activities more effectively. As an example, secondary school No. 5 was considered, whose teachers actively use methods of organizational interaction between teachers and students. An example of a demonstration lesson in which a teacher interacts with students through a survey was considered. As a result of such a survey, the teacher determines the level of students' knowledge to build an effective lesson plan. For students, such a survey serves as one of the ways to repeat what they have passed and prepare for new material. Also, for statistics, students from all over the school participate in a survey on whether they like to do math. The data is recorded in the form of a diagram and subsequently appropriate conclusions are put forward.
46
Ahmed, Md Meraz, Md. Rokonuzzaman und Md Kamal Hossain. „Teacher Educators and Trainee Teachers' Attitude toward Online Teacher Education Courses“. Jurnal Pendidikan 23, Nr. 2 (17.09.2022): 78–90. http://dx.doi.org/10.33830/jp.v23i2.3333.2022.
Der volle Inhalt der QuelleAnnotation:
The purpose of the study was to explore the attitude toward Online Teacher Education Courses (OTECs). To that end, this study was carried out over the teacher educators and trainee teachers of Bangladesh Open University. Here, teacher educators represent the faculty members of the School of Education (SoE) of Bangladesh Open University (BOU), and trainee teachers represent the Master of Education (M.Ed.) and Bachelor of Education (B.Ed.) students of BOU. A mixed research approach with triangulation was used to conduct the study with a descriptive survey, two Focus Group Discussions (FGDs), and one key personnel interview. Data were collected from a total of 602 teacher trainees (182 were M.Ed. students and 420 were B.Ed. students) and 12 teacher educators, selected through multiple sampling techniques. The data revealed that the teacher educators and trainee teachers had a positive attitude towards online courses since the mean score of faculty members, M.Ed., and B.Ed. students of BOU were 3.60, 381, and 3.81, respectively. Considering all these aspects, this study suggested that SoE/BOU needs to decide rationally to shape its future Online Teacher Education Courses (OTECs). This research contributes to the basement of new knowledge through an explorative study with all the possible stakeholders covering the whole country of interest.
47
Rajan, Rekha S. „Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs“. Journal of Music Teacher Education 27, Nr. 1 (04.07.2017): 89–102. http://dx.doi.org/10.1177/1057083717716687.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers ( N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music every day, examples of music activities were primarily teacher-directed such as singing along to CDs or following music cues. Teachers also used music to build academic connections and to engage children during transitions. Teachers valued music as important to their teaching practice and for its contribution to children’s learning and development, but cited limited resources, a self-reported lack of music ability, and an absence of knowledge of the standards for music education, as inhibiting their use of child-centered music activities. Implications for teacher preparation and professional development course work in early childhood and music teacher education are discussed.
48
Mardiani, Annisaa', Insih Wilujeng und Dewi Fairuz Zulaikha. „Exploring Teachers’ Perspectives on Implementation of STEM-Inquiry Integrated with Disaster Mitigation“. JIPF (Jurnal Ilmu Pendidikan Fisika) 8, Nr. 1 (24.01.2023): 18. http://dx.doi.org/10.26737/jipf.v8i1.3101.
Der volle Inhalt der QuelleAnnotation:
Students understanding of teaching materials depended on the views and attitudes of the teacher in providing explanations during learning. This descriptive research aimed to explore teachers’ perspective on implementation of STEM-Inquiry integrated with disaster mitigation. A number of 70 participants consist of 48 females and 22 males, Physics Teacher in Java Island, Indonesia involved in filling out the questionnaire. The questionnaire instrument distributed consists of several demographic surveys (such as age, gender, education level, and length of teaching) and 18-items Likert scale survey that asked teachers’ perspective on the implementation of STEM-Inquiry integrated with disaster mitigation. The result showed that most of the teachers gave positive views on implementing STEM-Inquiry Integrated with disaster mitigation. The main challenge of the implementation is the difficulty in connecting disaster mitigation with Physics materials to appropriate and feasible teaching materials. Lack of students’ knowledge in disaster mitigation and its integration in science might become a constrain that made low students’ active participation during learning. Therefore, the teachers suggested that they increase knowledge about STEM-Inquiry learning and disaster mitigation to prepare suitable teaching materials in Physics by workshop and discussion with another teacher.
49
Martin, Sarah J., und Philip A. Reed. „Instructional Alignment of Workplace Readiness Skills in Marketing Education“. International Journal of Adult Vocational Education and Technology 6, Nr. 3 (Juli 2015): 31–44. http://dx.doi.org/10.4018/ijavet.2015070103.
Der volle Inhalt der QuelleAnnotation:
This study examined high school marketing education teachers' knowledge of workplace readiness skills and whether that knowledge had an impact on student workplace readiness skill achievement. Further, this study examined the usage of Virginia's 13 Workplace Readiness Skills curriculum and identified the teaching methods and instructional strategies used to disseminate the skills to students. Three sets of data were used for this study: teacher workplace readiness skills data, teacher survey data, and student workplace readiness skills post-test data. Pearson's correlation was used to determine whether teacher knowledge of workplace readiness skills had an impact on student attainment of the same. The results showed that while overall teacher scores did not show a statistical significance on overall student scores, there were four individual skill areas in which there was a relationship between teacher and student scores.
50
Prieto, Jaime, Rocío Guede-Cid, Ana I. Cid-Cid und Santiago Leguey. „Major increases in teachers’ performance evaluations: Evidence from student evaluation of teaching surveys“. Tuning Journal for Higher Education 10, Nr. 2 (22.05.2023): 105–25. http://dx.doi.org/10.18543/tjhe.2299.
Der volle Inhalt der QuelleAnnotation:
Purpose: This exploratory study examined major increases in teachers’ performance evaluations and their immediate impact on next year’s score for those instructors that taught the same subject for at least two years in a row. The purpose was twofold. Firstly, to identify those Student Evaluation of Teaching (SET) survey items associated with major increases in teacher evaluations. Secondly, to examine if there is evidence of the use of these SET results by instructors to improve their teaching.Design: The sample comprised SET survey ratings from one university over a five consecutive year period, for a total sample of 13,052 teacher evaluations and 3,893 teachers-subject observations under analysis. Frequency tables and Student’s t-test were used for analysis.Findings: The results highlighted the three SET survey items captured by the dimension of teaching methodology as those most closely related to major increases in teacher evaluations. Regarding the second objective, the results show no generalised response from teachers who experience major increases in SET ratings. This suggests that the use of SET results is either limited or does not have an immediate measurable effect on student satisfaction.Originality/Value: To the best of our knowledge, this was the first study to specifically examine major increases in teachers’ performance evaluations and their immediate impact on next year’s score based on evidence from SET surveys.
Received: 22 December 2021Accepted: 26 February 2023