Academic literature on the topic '160303 Teacher and instructor development'
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Journal articles on the topic "160303 Teacher and instructor development"
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Alshamrani, et al., Dr Saeed M. "High School Science Teachers' Perceptions of Evaluating Teacher Professional Development Programs in Saudi Arabia." Journal of Educational & Psychological Sciences 16, no. 3 (September 1, 2015): 93–127. http://dx.doi.org/10.12785/jeps/160303.
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Mattheis, Allison, and Murray Jensen. "Fostering improved anatomy and physiology instructor pedagogy." Advances in Physiology Education 38, no. 4 (December 2014): 321–29. http://dx.doi.org/10.1152/advan.00061.2014.
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Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire ( 23 ) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology.
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Rogers, Kimberly Cervello, Robert Petrulis, Sean P. Yee, and Jessica Deshler. "Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study." International Journal of Research in Undergraduate Mathematics Education 6, no. 2 (December 6, 2019): 186–212. http://dx.doi.org/10.1007/s40753-019-00106-4.
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AbstractThis paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students’ development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors’ and students’ actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.
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Gordon, Sue, and Kathleen Fittler. "Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development." Outlines. Critical Practice Studies 6, no. 2 (September 30, 2004): 35–46. http://dx.doi.org/10.7146/ocps.v6i2.2142.
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How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project.
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Latifah, Latifah, and Hery Yanto The. "Kertarajasa Buddhist College Inter-religious Learning from the Perspective of Self-Study of Teaching Practice." Khazanah Theologia 3, no. 2 (March 14, 2021): 117–30. http://dx.doi.org/10.15575/kt.v3i2.11868.
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Using the self-study of teaching practice (S-STP), this research examines the process of inter-religious learning at Kertarajasa Buddhist College. The S-STP applied to this study is a potential alternative to answer many teaching challenges that were left out by other educational research approaches. Due to the Covid-19 Pandemic, the courses of inter-religious learning were offered online. These courses were designed and taught by the first author who is a non-Buddhist teacher-educator works in a Buddhist teaching institution. The courses were delivered using various online learning tools, assisted with scaffold learning, and included guest lectures. In the learning process, students were given opportunity to interact with the instructor and guest lectures. The guest lectures are liyan (the others) and subject-matter experts. The interactions mean to develop students’ awareness of other religious communities and the room for them to experience the religious moderation. This study reveals that the S-STP provides scientific method for the instructor to study own teaching practices. The S-STP as a research approach enables the course instructor to reflect on opportunities and challenges on teaching. The research approach also enables the instructor to self-assess the professional development as a teacher-educator. Moreover, feedback from the critical friend unveiled strengths and weaknesses of the teaching that were possible unseen by the instructor.
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Al-Furaiji, Khadija Wajid Abboud Muhur. "Effect Of The Program On The Development Of Creative Abilities On The Efficiency Of The Performance Of A Sample Of Special Education Parameters/ Comparative Study." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 17, 2019): 202–5. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.002.
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The full-size dominance on educators consider to that amount innovative discipline will no longer receive region between school room prerequisites or of a instruction surroundings the place creative advice is now not on hand. This raises a fundamental question: How can a teacher stay a creative teacher? Or in conformity with what quantity do we circulate or adopt creative counsel into our quite a number schools? For the reason on discipline creativity yet innovative thinking, Rumi knows Romey Creativity in easy words, as like the capacity in accordance with synthesize ideas, objects or methods in a instant technique or technique. Thus, postulate a instructor usage a instant approach or approach so much contributes in accordance with the innovative abilities concerning freshmen (also condition any individual use that method, yet is described in a allusion), then the trainer is a creative teacher. So the trainer is seen namely the authorization in conformity with teaching or instructing creativity. In the view about specialists of the commencing, unless the instructor has a minimum about creativity toughness durability Creativity Quotient In the phrases concerning Rumi, this might also replicate negatively about college students in common then over the creators concerning to them of precise . In rule because of the teacher according to decide the coefficient regarding creativity, he should preceding determine the amount over his creativity of the following advice things to do.
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Al-Furaiji, Khadija Wajid Abboud Muhur. "Effect Of The Program On The Development Of Creative Abilities On The Efficiency Of The Performance Of A Sample Of Special Education Parameters/ Comparative Study." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 17, 2019): 202–5. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.002.
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The full-size dominance on educators consider to that amount innovative discipline will no longer receive region between school room prerequisites or of a instruction surroundings the place creative advice is now not on hand. This raises a fundamental question: How can a teacher stay a creative teacher? Or in conformity with what quantity do we circulate or adopt creative counsel into our quite a number schools? For the reason on discipline creativity yet innovative thinking, Rumi knows Romey Creativity in easy words, as like the capacity in accordance with synthesize ideas, objects or methods in a instant technique or technique. Thus, postulate a instructor usage a instant approach or approach so much contributes in accordance with the innovative abilities concerning freshmen (also condition any individual use that method, yet is described in a allusion), then the trainer is a creative teacher. So the trainer is seen namely the authorization in conformity with teaching or instructing creativity. In the view about specialists of the commencing, unless the instructor has a minimum about creativity toughness durability Creativity Quotient In the phrases concerning Rumi, this might also replicate negatively about college students in common then over the creators concerning to them of precise . In rule because of the teacher according to decide the coefficient regarding creativity, he should preceding determine the amount over his creativity of the following advice things to do.
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Lee, Jiyoon, Yuko Goto Butler, and Xiaolin Peng. "Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy." Languages 6, no. 4 (December 20, 2021): 213. http://dx.doi.org/10.3390/languages6040213.
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Conducted in a U.S. English-to-Speakers-of-Other-Languages (ESOL) preservice teacher education program, this case study aimed to explore a dynamic process of preservice teachers’ development of language assessment literacy (LAL). By inviting multiple stakeholders, namely preservice teachers, an inservice teacher and her ESOL students, and their course instructor, this study closely examined the interaction among the stakeholders during a semester-long language assessment development project as a process to develop LAL. The project, which was composed of planning, development, implementation, and reflection stages, was innovative in that it: (a) involved the multiple stakeholders; (b) focused on their dynamic interactions and multi-directional influences on all the participants’ enhancement of LAL; and (c) was conducted in an online format. By employing thematic analyses on interactions among the stakeholders, this study described and analyzed how preservice teachers contextualize their assessment while negotiating the needs of the inservice teachers and their students with assistance from the course instructor. The paper identified practical benefits and challenges of professional training where multiple stakeholders are involved. It also highlighted the non-linear dynamic process of preservice teachers’ development of LAL.
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Absorihim, Nawassyarif, and Yana Kharisma. "SISTEM INFORMASI U-ACTIVE PADA SMK AL-KAHFI BERBASIS WEB UNTUK MENGEVALUASI KETERCAPAIAN KURIKULUM SETIAP GURU." Jurnal Informatika, Teknologi dan Sains 1, no. 2 (November 29, 2019): 153–59. http://dx.doi.org/10.51401/jinteks.v1i2.421.
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Al-Kahfi Vocational School is the pesantren based school which is expected to become one of the pilot schools as well as the guidance and needs of the community, but in Al-Kahfi Vocational teaching process is still fairly common, by the way the teacher comes and fills in attendance then starts teaching according to schedule, and when the teaching time is up, the teacher is welcome to go home. Based on this process, school stakeholders find it difficult to see curriculum achievements. Therefore an information system is needed to evaluate the curriculum achievements of each teacher. This study aims to build an information system for curriculum achievement of each web-based instructor. Where this system was developed using the PHP programming language by using MySQL as a database. The software development method uses the Waterfall method. Software testing is done through black-box testing, data collection techniques in this study using observation, interviews, and literature study. The final result obtained is an information system on the achievement of the curriculum of each web-based instructor who is able to provide convenience in evaluating the curriculum achievement of each teacher
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Yuan, Fangyuan. "Roles of action research in the professional development of Chinese language teachers." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 3 (December 31, 2018): 201–21. http://dx.doi.org/10.1075/csl.17022.yua.
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Abstract This study examined the roles of action research in the professional development of Chinese language teachers. Participants were a group of Chinese teachers enrolled in a teacher training course. In light of theories and research, participants were guided to reflect on their own teaching beliefs and practice and design a research project about their own teaching. Using a descriptive-explorative design, this study elicited data from multiple sources, including students’ pre-course survey, professional journals, reflective essays, project reports, group interviews, email exchanges with the instructor, and instructor’s field notes. Three categories emerged from the data analysis that reflected students’ gains from the process: a broader conception of research on language teaching and learning, a more sophisticated understanding of foreign language teaching in general and their own teaching in particular, and a learning process of how to be a teacher-researcher. Contributing and impeding factors are discussed and values of teacher research are suggested.
Dissertations / Theses on the topic "160303 Teacher and instructor development"
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Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.
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Reading is a basic skill for survival and those who have reading difficulties in early
grades continue to struggle in school and later in life. Previous studies have shown that
instructional procedures that incorporate basic language constructs with literacy instruction
are helpful in improving reading skills. It has also been shown that many teachers and
reading professionals are not familiar with such concepts. The purpose of this research is to
explore reasons for classroom teachers' poor preparation to teach literacy skills and how
this situation might be improved.
First, a basic language constructs survey assessing self-perception, knowledge, and
ability (46 items, Cronbach's a = .903) and based on recommendations by the National
Reading Panel and reading research was administered to university instructors of EC-4
reading education (n=114). Forty-eight of these university instructors completed the survey
after at least two years of participation in a professional development program (Higher
Education Collaborative, HEC) geared towards the incorporation of scientifically-based
reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their
participation in the professional development program (HEC).
Second, the same survey was administered to pre-service EC-4 teachers (n=173) at
the completion of their reading education coursework. Fifty-five of these pre-service
teachers had been taught by the "HEC university instructors." The other 118 pre-service
teachers had been taught by "non-HEC university instructors."
Results indicate non-HEC university instructors and their pre-service are not
familiar with basic language constructs and how to teach these concepts to primary level
children. However, while room for improvement exists, HEC university instructors and
their pre-service teachers did perform statistically significantly better on the survey than
their counterparts.
This study indicates pre-service teachers need better preparation in teaching the
basic language constructs of the English language and university instructors often lack the
knowledge to prepare teachers with such information. However, professional development
programs designed for university instructors might be one way to help improve the
situation.
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Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.
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Easley, Arnold Thomas. "The personality traits of wilderness leadership instructors at NOLS: the relationship to perceived instructor effectiveness and the development of self-concept in students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54286.
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The objectives of this research were to determine if the personality traits of instructors at the National Outdoor Leadership School were related to instructor effectiveness as perceived by their students, and to determine if instructor effectiveness was related to changes in the self-concept of students who complete a NOLS course.
The research used a pre-treatment/post-treatment· administration of the Tennessee Self-Concept Scale (TSCS) to 355 students in the treatment group, where the treatment was a NOLS course. A control group of 50 students consisted of students scheduled to take a NOLS course. Significant gains in self-concept were found, using ANCOVA analysis procedures, on 7 of the 10 TSCS scales. The only scales not showing significant change were satisfaction, personal self and self-criticism.
Instructor personality traits were determined using the Cattell 16PF self-report instrument and by a post-course evaluation instrument which asked for student attributions of instructor personality on a semantic differential scale. Students also rated the overall effectiveness of each instructor on their course. The student effectiveness ratings for the instructors had significant but low predictive ability when regressed against changes in self-concept.
The objective 16PE personality instrument produced no significant trait differences between instructors who had effectiveness ratings above the median and those with scores below the median. The 16PF factors, as independent variables, showed significant but low predictive ability on the dependent effectiveness scores.
The student-rated personality traits, however, produced very different profiles between high effectiveness instructors and lower effectiveness instructors. The student attributions of instructor personality traits produced an R² of .513 when regressed against effectiveness ratings.
The major conclusions from the research were that changes in self-concept do occur as a result of a wilderness skills oriented NOLS course and secondly, that students were able to discriminate instructor effectiveness on the basis of the personality-based teaching behaviors of NOLS instructors.
Recommendations for extension of this research .are presented as well as suggestions for research on broader issues of wilderness education and wilderness values.Ph. D.
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Semon, Sarah R. "Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003137.
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Choi, Ho Jung. "Intersecting literacy beliefs and practices with heritage and non-heritage learners' instruction: a case study of a novice Korean language instructor." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3061.
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Many researchers have explored teachers’ beliefs in literacy and found that teachers’ literacy beliefs affect their instructional practices in foreign language (FL) or second language (SL) classrooms. Researchers have demonstrated that teachers’ literacy beliefs and instructional practices are generally consistent. There have been many studies regarding teachers’ literacy beliefs and classroom instruction in the context of FL/SL and more recent studies on teachers’ literacy beliefs presenting an increasing interest in heritage language (HL) such as Spanish and Chinese. However, less is known about Korean language teachers’ literacy beliefs and practices in the mixed classroom of heritage and non-‐heritage learners.
This present study had two main purposes. First, it examined and described the literacy beliefs and instructional practices of a novice Korean language instructor, who struggled primarily with heritage learners in his teaching career. The second purpose was to seek an in-‐depth view of a novice teacher’s literacy beliefs and practices toward two different student subgroups of heritage and non-‐heritage learners in the same classroom. In addition, this study investigated incongruences between literacy beliefs and practices toward heritage and non-‐heritage learners. In order to examine a novice Korean instructor’s literacy beliefs and practices toward Korean heritage learners and non-‐heritage learners, this research employed a qualitative case study and collected data through a combination of a survey, semi-‐structured interviews, and videotaped classroom observations. The Literacy Orientation Survey (LOS) and Taxonomy Of Techniques were adopted for a survey and classroom observation, respectively.
The results of the current study indicated that the novice teacher of Korean has general literacy beliefs compatible with a constructivist orientation, which is a whole-‐ language approach and one that promotes transformative learning. For most of the instructor’s literacy instruction in the classroom, his literacy beliefs appeared to be congruent with his practices toward KHLLs. The novice teacher promoted differentiated literacy instruction by giving separate, more challenging, or instruction more connected to everyday life in an effort to meet each individual learner’s needs in literacy. Acknowledging heritage learners as mediators and community builders who could potentially promote literacy skills, the participant presented a broader understanding of literacy and multiliteracies, such as cultural and digital literacy, beyond traditional skill-‐ focused reading and writing. However, his overall literacy beliefs were incongruent with his instructional practices toward KFLLs because of frequent accommodations for less proficient learners through more traditional or eclectic activities. This incongruence and distinctive literacy instruction toward two different learner subgroups were explained by several factors: university policy on teaching and learning, his educational background and teaching experiences, and the low proficiency of the Korean language learners.
This study of a novice teacher’s literacy beliefs toward different learner groups suggests that the embracing of comprehensive and constructivist approaches to literacy instruction and curriculum is only possible when pre-‐ and in-‐service teachers are aware of their own premises or propositions about literacy beliefs and instructions. The findings generated by this study can serve as a good starting point to guide FL/HL teachers to professional growth and expand the field of HL literacy studies in the future.
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Ploettner, Joan Catherine. "Professional development and the interactional accomplishment of EMI expertise." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667406.
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Aquesta tesi analitza el funcionament intern d’una iniciativa de formació del professorat universitari per a l’ensenyament per mitjà de l’anglès. Des d’una perspectiva constructivista social estudia el procés de formació de professors de ensenyament per mitjà de l’anglès i investiga com es construeix la seva expertesa. En el primer capítol s’exposen les arrels teòriques i els antecedents històrics de l’ensenyament per mitjà de l’anglès, seguits d’una visió general dels diferents enfocaments d’ensenyament en llengües addicionals a la universitat. Aquest primer capítol finalitza amb una revisió de investigació existent de la formació del professorat per l’ensenyament per mitjà de l’anglès, l’àmbit d'aquesta tesi. El Capítol 2 presenta els objectius i preguntes de recerca de la tesi, mentre que el tercer capítol se centra en aspectes ontològics i epistemològics, així com el principal marc teòric d’aquesta tesi, que és l’anàlisi de conversa (CA). Els mètodes es detallen al Capítol 4, que inclou una descripció del context institucional, el procés de formació del professorat, els participants i una descripció dels processos emprats en la recopilació, selecció i anàlisi de dades. Les dades i les anàlisis es presenten en els Capítols 5 a 9. En primer lloc, el Capítol 5 examina les visions compartides inicialment de l’ensenyament per mitjà de l’anglès, les seves hipòtesis subjacents sobre l’aprenentatge de llengües i les conseqüències que aquests supòsits tenen a un nivell pràctic per la docència per mitjà de l’anglès. El Capítol 6 se centra en la negociació i organització inicial del procés de formació. El Capítol 7 examina les accions socials situades que generen oportunitats per la co-construcció de l’expertesa en l’ensenyament per mitjà de l’anglès. La presentació d’un model heurístic de la construcció en interacció de l’expertesa al Capítol 8 ofereix un enfocament teòric i metodològic per a l’estudi de la co-construcció de expertesa en l’ensenyament per mitjà de l’anglès. El Capítol 9 presenta resultats emergents respecte al potencial transformador del procés de formació, així com el paper dels artefactes materials en el procés formatiu. El Capítol 10 exposa les conclusions respecte a les tres preguntes de recerca principals i les troballes emergents. Una secció final proporciona aplicacions pràctiques i indicacions per a futures investigacions.
Molt poques investigacions anteriors han examinat la formació dels professors de l’ensenyament per mitjà de l’anglès des d’una perspectiva social constructivista i en interacció. Les dades i les anàlisis presentades proporcionen evidència de la contribució d’aquests marcs per entendre com els processos de formació d’aquests professionals són construïts en la interacció i com i quan afavoreixen el desenvolupament de la expertesa.
Els resultats mostren ideologies de llengües existents en relació amb models d'ensenyament i aprenentatge, així com les repercussions que poden tenir aquestes ideologies sobre com es conceptualitza i realitza l'ensenyament per mitjà de l´anglès. Els resultats reflecteixen una reinterpretació significativa del procés de formació planificat, així com la construcció de marcs de participació que no faciliten la col·laboració interdisciplinària. El anàlisi comparatiu tant de les ideologies lingüístiques com dels marcs de participació al principi i al final del procés suggereix el potencial transformador del procés. L’anàlisi reflecteix els rols significatius i variats dels artefactes materials al llarg del procés, incloent-hi el paper dels artefactes materials en la co-construcció en interacció de l'expertesa. Finalment, aquesta tesi presenta una eina heurística per a l'estudi de la co-construcció de la expertesa en l’ensenyament per mitjà de l’anglès. Aquesta eina es presenta com una hipòtesi de treball i com a primera aproximació a la conceptualització com a ajuda a futures investigacions en aquest àmbit.This thesis looks at the inner workings of a teacher training initiative for English medium instruction (EMI) through the analysis of interactional data. It takes a social constructivist perspective in order to study the process of EMI teacher development and to shed light on how it is co-constructed in interaction. In Chapter 1 the theoretical roots and historical antecedents of English medium instruction are set forth, followed by an overview of different approaches to instruction in additional languages at university, including EMI, and ending with a focus on EMI teacher development, the area of this dissertation. Chapter 2 presents the objectives and research questions of the dissertation, while Chapter 3 focuses on ontological and epistemological aspects, as well as the principal theoretical framework of this thesis, being conversation analysis (CA). The methods are set forth in Chapter 4, including a description of the institutional context, the teacher development process and the participants, as well as a description of the processes employed in data collection, selection and analysis. The data and analysis are presented in Chapters 5 to 9. Firstly, Chapter 5 examines the participants’ initial shared worldviews of EMI, their underlying assumptions about language learning, and the consequences that these assumptions have on a practical level for EMI teaching. Chapter 6 focuses on how the planned EMI teacher development (EMITD) process is negotiated and organized by the participants. Chapter 7 examines situated social actions which create opportunities for the interactional accomplishment of EMI expertise. The presentation of a working hypothesis and heuristic for the study of EMI expertise in Chapter 8 offers a theoretical and methodological approach for the study of EMI expertise in other similar EMITD processes. Chapter 9 presents emerging findings with respect to the transformative potential of the EMITD process as well as the role of material artefacts in this process. Finally, in Chapter 10, a discussion of the major findings with respect to the three main research questions and emerging findings are presented. This is followed by a concluding section which provides practical applications and directions for future research. Very little previous research has examined EMI teacher training from a social constructivist and interactionist perspective. The data and analysis presented here provide evidence of the contribution of these frameworks for understanding how EMI teacher training actually occurs. By offering a view into the “nitty-gritty” of EMI teacher training, it provides unique findings as to how EMI teacher development is accomplished – made visible and co-constructed – in interaction. On one hand, the findings reveal existing language ideologies in relation to models of teaching and learning, as well as the repercussions such ideologies may have for how EMI is conceptualized and performed. The findings also reflect significant reinterpretation of the originally planned teacher training process and the roles of the participants, as well as the co-construction of participation frameworks which, at the onset of the process, do not facilitate interdisciplinary collaboration. Comparative analysis of both language ideologies and participation frameworks at the beginning and end of the professional development process suggests the transformative potential of the process. Another major finding involves the significant and varied roles of material artefacts throughout the EMI teacher development process, including the role of material artefacts in the interactional co-construction of EMI expertise. Finally, this dissertation develops a theoretically-derived heuristic tool for the study of the interactional accomplishment of EMI expertise and its application to interactional data collected during the study. This tool is presented as a working hypothesis and as a first approximation to the conceptualization of the interactional accomplishment of EMI expertise, as an aid to future interactional research in this area.
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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models.
Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.
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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom.
While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms.
The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators.
The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.
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Orcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.
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Teaching presence and its implications for the intellectual climate of an online classroom cannot be fully understood unless explored from the perspective of the instructors who experience it. Framed in the theoretical perspective of the Community of Inquiry (CoI) model, this collective case study investigated the actions, intentions and perceptions of instructors with the intent of developing an in-depth understanding of the phenomenon of teaching presence as it was established in a structured online learning environment.
The experiences of selected successful instructors in this specific online context were explored to gain insight on how pedagogical choices influenced the establishment of an intellectual climate appropriate to the courses taught. Using semi-structured interviews as the main source of data, the study utilized the Interpretative Phenomenological Analysis (IPA) method as an analytical tool to address concerns of rigor in the qualitative interpretation of experiential data.
It was the goal of this study to gain an understanding of how teaching presence is established and the decision processes employed in doing so in order to make a contribution to the body of knowledge from a practical pedagogical perspective. Findings of the study provided insight into the following: Practices in Establishing Teaching Presence. Intentions of Instructors. Influence on Intellectual Climate. Nature of Teaching Presence.
Overall, the collective case revealed that an active interest and passion for teaching and an understanding of relevance to the student encouraged student engagement, and inspired intellectual curiosity and a shared responsibility for the learning process. The findings show that the common goal of learning shared by instructor and student had its foundations in the creation of authentic relationships between instructor and students that extend beyond stated learning objectives and expected outcomes.
The results of this study contribute to knowledge related to the nature of teaching presence and its role in setting an academic climate, addressing the overarching question of the study about how instructors establish teaching presence and inspire intellectual curiosity within the courses they teach. In addition, the experiences of the selected instructors helped provide a vocabulary with which to describe the shared pedagogies of instructors and served to catalog commonalities in actions and intent associated with setting an intellectual climate that met the requirements of academic rigor appropriate to the courses they taught.
Books on the topic "160303 Teacher and instructor development"
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Richards, Jack. Teacher Development Interactive, Listening, Instructor Access. Pearson Education, Limited, 2010.
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Harmer, Jeremy. Teacher Development Interactive, Reading, Instructor Access Card. Pearson Education, Limited, 2010.
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Harmer, Jeremy. Teacher Development Interactive, Reading, Instructor Access, SMS Batch. Pearson Education, Limited, 2008.
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Pinkley, Diane, David Nunan, and Josephine Taylor. Teacher Development Interactive, Fundamentals of Teaching Young Learners, Instructor Access Card. Pearson Education ESL, 2010.
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Shvidko, Ph D. Elena, Kimberly Hales, Ph D. Jason Olsen, Shaunna Waltemeyer, Ph.D. Helen G. Hammond, Ph.D. Joanna C. Weaver, Ph.D. Cynthia D. Bertelsen, et al. Journal on Empowering Teaching Excellence, Spring 2021. Edited by Kimberly Hales and Jason Olsen Ph D. UEN Pressbooks Consortium, 2021.
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Rockman, Deborah A. The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.001.0001.
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Often the finest artists do not make the best teachers. Many frustrated college students of art know this all too well as they suffer through unstructured classes with inexperienced teachers or graduate student instructors. In these situations, it is easy to blame the teachers. But the problem is largely institutional: most students graduating with MFAs from art schools receive little if any instruction in teaching art. If you find yourself in this predicament as teacher or student, this book is for you. The first book to provide a comprehensive guide for teaching college-level art, The Art of Teaching Art is the culmination of respected artist and instructor Deborah Rockman's two decades of teaching experience. Believing that drawing is the backbone of all of the visual arts, she begins with a complete explanation of drawing concepts that apply to any subject matter, e.g., composition, sighting processes, scaling techniques, and methods for linear and tonal development. She then illustrates these concepts with step-by-step methods that easily translate to classroom exercises. Next, she applies the drawing principles to every artist's most important and challenging subject, the human figure. After an extended section on understanding and teaching perspective that explores illusionistic form and space, the focus of the book shifts to the studio classroom itself and the essential elements that go into making an effective learning environment and curriculum. From preparing materials lists and syllabi, to setting up still-lifes, handling difficult classroom situations, critiquing and grading student artworks, and shooting slides of student artworks, she leaves no stone unturned.
Book chapters on the topic "160303 Teacher and instructor development"
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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools, 73–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.
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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.
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Bhattacharya, Alpana. "Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students." In Advances in Higher Education and Professional Development, 127–58. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch008.
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Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.
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Hucks, Darrell, and Matthew Ragan. "Technology Expanding Horizons in Teacher Education." In Professional Development and Workplace Learning, 2117–35. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch115.
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The purpose of this exploratory action research study was to examine how the modeling by instructors of technology integration would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted across two consecutive semesters with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the intervention. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.
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"Applying Acquisition and Learning to Online Teacher Training." In Reforming Teacher Education for Online Pedagogy Development, 199–220. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch009.
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Chapter 9 extends the information in chapter 8 to consider the effect of combining acquisition and learning and then applying them to a teacher training program. This chapter defines an appropriate balance of acquisition and learning that should be applied to online teacher training in order to give potential instructors the most effective and comprehensive training program to be fully prepared to teach online. Ideally, as this chapter demonstrates, this training should occur before an instructor has the opportunity to teach online, but can be implemented at any time. This chapter provides the set up and organization for chapter 10, when the program suggestions are given in their entirety.
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"Defining and Evaluating Online Pedagogy." In Reforming Teacher Education for Online Pedagogy Development, 100–122. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch005.
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Online pedagogy is a new subject area in terms of education compared to traditional pedagogy. Specifically referring to the way a teacher can teach online and the way in which a student can learn online, this area of study may have some overlap with traditional pedagogies but relies on new ways of thinking, teaching, and learning in order to be successful. This chapter defines the term online pedagogy as it relates to traditional notions of the educational process. By understanding the role of the instructor in the online classroom, a reader is able to understand the distinction between traditional and online pedagogies. Furthermore, by demonstrating the significant differences in teaching and learning, online pedagogy is uniquely justified as a new area of research, scholarship, and development.
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Ireri, Bonface Ngari, Elijah I. Omwenga, Robert Oboko, and Ruth Wario. "Developing Pedagogical Skills for Teachers." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 128–44. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch007.
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Since technology alone without the instructor or teacher cannot deliver learning to learners, the presence of the teacher or instructor is very important. For any meaningful teaching and learning to take place in a class, the teacher must gain learner's attention. Teachers who use learner centered approaches have a strong trust in students, they believe that students want to learn, have great faith in student ability and offer students ownership of class activities. They are able to manage their classroom. This chapter looks at the way attention can be measured and used as a tool to inform teachers in order to enable them manage the classroom and learning activities. There is a significant relationship between rate of response as a measure of attention and use of technology meant for teaching and learning. Teaching and learning technologies draw learners' attention, motivating them and arousing their curiosity to be engaged in learning.
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Marlowe, Zoe, and Abdullah Coşkun. "A Professional Development Program Proposal for English Language Teachers." In Enriching Teaching and Learning Environments With Contemporary Technologies, 85–101. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3383-3.ch005.
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As there is a need to enable English as a foreign language (EFL) teachers to use technology in their classes, this study aims to propose an online in-service teacher training program aiming to prepare EFL teachers in Turkey to use Google Classroom and Piktochart. The planned training module is provided on a virtual online platform known as Second Life (SL). Included in the technology training, there would be an introductory session in which the instructor could ‘walk' the participants through the particulars of operating their virtual selves, as in their ‘avatars'. The course itself could commence with a short tour of the virtual sim being used for the training sessions. Immediately following the introduction, attending avatars and the instructor would congregate in the theatre area sim of the VSTE Island conference venue in-world at SL. The instructor, addressing the participants from the virtual stage, would present according to the agenda of showcasing the possible uses of the online software packages followed by step-by-step procedural instructions for the attendees to follow.
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"Teaching/Learning Relational Dynamic." In Antiracist Professional Development for In-Service Teachers, 91–113. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5649-8.ch004.
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The authors contend that relationships are the basis for the teacher transformation that can occur in antiracist teacher professional development. Because self-understandings are developed contextually in relationship with others, sensitive instructor attention created the trust that was essential for teachers to critically examine long held assumptions about race, themselves, and their students. Furthermore, instructors designed the program to build trust among the teachers as teachers additionally learned through interactions with each other. Intentional community building also developed the community of practice that allowed for teachers' gradual participation in the critical work of antiracist education both in the program and in their own classrooms.
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Richards, Janet. "Positioning Teacher Candidates as Self-Regulated, Critically Thinking Learners and Teachers in an Elementary Writing Course With a Tutoring Component." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 236–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch012.
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Few interventions attempt to foster teacher candidates' self-regulated learning and teaching roles concurrently. This chapter explores 12 education majors' development of self-regulated, critical thinking skills related to learning and teaching as they participated in an elementary writing methods course with a tutoring component. The instructor of the course devised and offered a four-step model of intervention to stimulate the teacher candidates' self-regulatory dispositions. The teacher candidates perceived their responses to context-specific questions created by the instructor as most beneficial to their development of self-regulated attributes.
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Humaidan, Abdulsamad Y., and Katherine I. Martin. "Instructor-Generated Orthographic Assessments in Intensive English Classes." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, 204–43. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch011.
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Orthographic knowledge, or knowledge of spellings, word forms, and conventions of print, is a crucial skill underpinning a range of literacy skills. Despite its importance, orthographic knowledge receives relatively little attention in second language contexts, including in adult English as a second language (ESL) programs. This chapter provides an overview of orthographic knowledge, its development in first language (L1), and what is understood about orthography in second language (L2). The chapter then reports detailed results of a qualitative interview study in which current and former ESL instructors shared their experiences, practices, and perspectives on orthographic instruction and assessment, including the development and use of instructor-generated assessments. The chapter concludes with a summary of results and suggestions for ESL orthographic instruction and assessment.
Conference papers on the topic "160303 Teacher and instructor development"
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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.
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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.
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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking parents. Young children absorb language like sponges repeating their teacher and if their French is inaccurate, learning the mistakes. What is however of more crucial importance is not to replicate language programs delivery from which learners emerge without sufficient mastery to make themselves understood because of inaccurately learnt language forms. Therefore, we have to uncover remedies to properly guide all learners, through strategies and techniques for their individual management of the language they are trying to acquire-learn. We want to ensure an economy of time in teaching programs with efficient contact times. Revisiting language programme approaches to uncover what was advocated for error correction, we looked at actional attention (Ellis, 1992), work on noticing (Fotos, 1993), markedness (Larsen-Freeman, 2018), interference (Abdullah & Jackson, 1998) interlanguage theory (Selinker, 1972), the monitor model (Krashen, 1982) and recent types of approaches, namely notional functional, communicative, and action-oriented. As well, we gleaned insights from a review of the literature on strategies and techniques including Raab, (1982) on spectator hypothesis with feedback to the whole class; through peer correction by Cheveneth, Chun and Luppesku (1983); with other innovative techniques suggested by Edge (1983); techniques advocated by Vigil and Oller (1976) for oral correction; and correction across modalities (Rixon, 1993). We will report on a qualitative study (Creswell & Poth, 2018) based on an analysis of instructor’s notes regarding the observed effect on some of the strategies that were tried and across different student groups. In this study, notes on how the instructor devised ways of drawing attention and using metacognition to obtain the best results are examined. In addition, ways involving the affective domain, through emotions and also using innovative ways through disruptions etc. were tried to see if they provided a further impact. Students reported that they appreciated the corrective feedback the way it was dispensed. However results show a variety of concerns, namely the problem with deeply fossilized errors, some students’ being over confident about their language ability, and either a deep concern for making errors that is paralyzing or a belief that over time correction will take place in interlanguage development without making any effort. Due to page limitations, in this paper we will essentially present overarching aspects."
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Sakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.
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Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value. Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning. Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date. Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges. Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills. Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning. Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success. Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would benefit instructional faculty in many technical disciplines.
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Velics, Gabriella. "COMMUNITY BUILDING ACTIVITIES IN HIGHER EDUCATION DURING EARLY TIMES OF COVID-19 – A CASE STUDY FROM HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end017.
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"After the challenges and experiences of the first semester of home education during Covid-19 pandemic, the Szombathely Institute of Eötvös Loránd University Faculty of Education and Psychology has developed a new initiative, which serves both to prepare BA students of community coordination for their professional career as well as the joint operation and strengthening of the student-teacher community in digital education via extra-curricular activities. This is how the Community Assembly Workshop programme series has been created at the Institute of Pedagogy and Psychology including eight-eight programmes in the 2020/21 and 2021/22 academic years with the involvement of students on the basis of learning by doing principle. All phases of the work were carried out by the students, with background information, professional support and guidance provided by the instructor. The paper is based on the results of a survey and SPSS analysis conducted in May 2021. All students of the two grades participating in the project implementation answered the questions. The aim of the research was to assess the development of students ’professional competence, motivation, and ideas about professional perspectives in the future. The results are relevant for the year 2020/2021 academic year which can be described as early times of Covid-19 with restrictions in all segments of life. The results show that, in addition to the predominance of individual work as a starting point, students lack significant trust in both themselves and their peers, commitment to the profession is also weak. The organizational and implementation tasks of the Community Assembly Workshop programmes have developed students ’competencies in several areas. According to the results, the work carried out during the project is suitable for increasing skills in terms of teamwork, trust in peers, commitment to peers, responsibility, stress tolerance and creativity as well as precision. Critical thinking is reinforced by the review of university rules and the role of moderators taken in conversations. Creativity can be strengthened along with logically expected graphic and playful tasks with process design as well as writing articles. All the subtasks done individually (moderator) or where the feedback from peers brought the result of satisfaction: e.g. writing articles, taking and publishing photos and videos can be considered as a self-confidence booster. The change in the commitment to the profession cannot be tied to a subtask significantly, as it is visibly strengthened by planning the processes and the work carried out during the whole semester. In terms of the development of the BA programme of community coordination, the result of the initiative is that after only half a year of work, the students’ commitment to the profession has increased by 70%. The work continues in 2021/2022 academic year."