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.
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Nader Ganayem, Asmaa, and Wafa S Zidan. "21st Century Skills: Student Perception of Online Instructor Role." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 117–41. http://dx.doi.org/10.28945/4090.
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Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.
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Denysiuk, О. М., N. I. Voloshchuk, А. V. Saienko, О. S. Pashynska, and A. V. Melnyk. "New functions and tasks of the teacher of the modern higher medical school in the preparation of qualified specialists." Reports of Vinnytsia National Medical University 23, no. 2 (June 27, 2019): 283–86. http://dx.doi.org/10.31393/reports-vnmedical-2019-23(2)-18.
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The main activity orientations of instructor of higher medical educational institution in preparation of highly-skilled doctors as well as self-professional development (educational-methodical, scientific-research, social, educational) are outlined in the article. The necessity of introducing new active, interactive and informational-communication methods of education in conditions of “anthropocentric” model of education is substantiated. The roles and functions of modern instructor (preceptor, trainer, provider, mentor, coach, facilitator, assessor) in providing the conditions for obtained knowledge, competence and skills of students are disclosed in the article. It is shown that among the important functions of the teacher of the higher medical school is the formation of practical orientation and foreign language competences of the future doctor.
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Kuebel, Christa R., Lisa Huisman Koops, and Vanessa L. Bond. "Cultivating Teachers of General Music Methods: The Graduate Years." Journal of Music Teacher Education 28, no. 1 (March 22, 2018): 10–23. http://dx.doi.org/10.1177/1057083718761812.
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The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner while having taught or team-taught general music methods at Case Western Reserve University (Cleveland, Ohio) over the past 10 years. Data included individual journals and transcripts of monthly Google text chats and conference calls. We analyzed the data through the commonplaces of temporality, sociality, and place, and engaged in re-storying. Investigating the process of becoming a general music methods instructor provided important insights concerning the impact of time, people, and places on the transition from music teacher to music teacher educator.
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Yeager, Raymond. "Artist as teacher and model." Visual Inquiry 8, no. 3 (December 1, 2019): 197–202. http://dx.doi.org/10.1386/vi_00004_1.
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Abstract Being an artist is often an enigma to art students. They need a model who will demonstrate a way to navigate the world as an artist. We are that model. As art educators, we can help demystify the practice of being an artist and help our students understand it by offering ourselves as models and mentors. In this undertaking, we should be open with students about our own odysseys as artists. Especially the many failures and hardships we faced and overcame to succeed. This modelling of art practice is a form of ‘lending consciousness'. Developed by Russian psychologist Lev Vygotsky, this concept asserts the idea that development is a social or communal process as well as a pedagogical one. By creating a learning environment where we model, as well as instruct, we alter the traditional role we play in the classroom. When our teaching and art-making become intertwined, the students benefit greatly from a more engaged instructor, and it is more likely that they will see themselves as artists-in-training.
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Bae, Sung Woo, Jae Hwan Lee, and Jongseok Park. "Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments." Asia-Pacific Science Education 7, no. 2 (November 29, 2021): 522–48. http://dx.doi.org/10.1163/23641177-bja10037.
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Abstract The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.
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Ardito, Gerald, and Betül Czerkawski. "The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science." Sustainability 13, no. 16 (August 4, 2021): 8696. http://dx.doi.org/10.3390/su13168696.
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This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key learning activity as well as the epistemic spaces defined by these interactions. Descriptive statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were used to investigate these data. The findings indicate that more traditional/less open world gaming type learning activities were associated with learning networks and epistemic spaces that were teacher-centered and narrower, while more open world gaming/high levels of autonomy (student-centric) learning activities were associated with learning networks that were highly decentralized and epistemic spaces that featured students asking and answering questions of/for one another. These findings were consistent with existing research into player behavior in open world type games and learner behavior in settings with high levels of autonomy support. Implications for further research are discussed.
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Tekin, Ali Kemal, Huseyin Kotaman, and Mustafa Aslan. "Impact of Verbal Teacher Immediacy on Child Development Students’ Course Motivation and Perception of Their Instructor." International Journal of Early Childhood Learning 23, no. 1 (2015): 1–13. http://dx.doi.org/10.18848/2327-7939/cgp/v23i01/48452.
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Zhu, Junling. "Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development." Language and Sociocultural Theory 7, no. 2 (February 24, 2021): 129–50. http://dx.doi.org/10.1558/lst.39031.
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Drawing on Vygotsky’s Sociocultural Theory (SCT) and the theory of Instructional Conversation (IC), this study explores the development of L2 learners’ understanding of the second conditional during an IC in an online teaching video made by Macmillan Learning Teaching Education. During the IC, the instructor leads students toward a conceptual understanding of the second conditional by providing appropriate mediation sensitive to the class’s zone of proximal development (ZPD). The transcripts of the IC are analyzed with regard to the amount and type(s) of instructional mediation and the development opportunities created in this type of collaborative interaction. The analysis demonstrates the conceptual and linguistic development among the students in terms of the second conditional and shows the value of IC in creating a ZPD to promote L2 conceptual and linguistic development. In addition, this study raises the awareness of the value of online teaching videos in Sociocultural Theory and teacher education.
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Dunbar, Laura. "Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects." Canadian Journal for Studies in Discourse and Writing/Rédactologie 29 (November 29, 2019): 173–83. http://dx.doi.org/10.31468/cjsdwr.763.
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A writing teacher reflects on her professional experiences in the U.S. and in Canada. This personal narrative focuses on the incongruencies the practitioner notices between faculty representation and program recognition in her roles first as a Limited Term Appointment Assistant Professor of Composition and Professional Writing at a Canadian university, and next as a tenure-track instructor of writing at an American college. Programmatic differences are attributed to the historic visibility of American First-Year Composition, greater numbers of faculty, and the increased allocation of resources to program development and faculty support.
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Nagasawa, Kenta. "Culturally Responsive Pedagogy in Mathematics." Iris Journal of Scholarship 2 (July 12, 2020): 145–58. http://dx.doi.org/10.15695/iris.v2i0.4808.
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Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers.
Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course.
Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural.
Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation.
Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception
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Authement, Renae S., and Sharon L. Dormire. "Introduction to the Online Nursing Education Best Practices Guide." SAGE Open Nursing 6 (January 2020): 237796082093729. http://dx.doi.org/10.1177/2377960820937290.
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Introduction As online nursing education programs continue to increase to meet the demands of the growing market, nursing faculty are challenged to develop and deliver courses based on best practice principles. The Online Nursing Education Best Practices Guide (ONE Guide) builds on and extends the nationally recognized Quality Matters® program and serves as a roadmap guiding course development and delivery. The fundamental principle for success in online teaching is instructor presence; the teacher as a facilitator of learning is illustrated throughout the guide. An Online Instructor Checklist facilitates systematic implementation of best practice principles. Methods This article is based on a focused literature review and concept analysis resulting in a comprehensive guide for delivery of effective, quality nursing education through best practices in the online learning environment. A broad search of databases focused on articles during 2014 to 2019 was completed. The literature review included articles that examined over 1200 student perceptions of instructor presence in the online setting. Conclusion Nurses carry a direct responsibility for the health and well-being of patients. Nursing quality education proves fundamental to the profession’s long-term outcomes. The ONE Guide and Online Instructor Checklist apply comprehensive, evidence-based teaching strategies to give a roadmap for success in the online teaching environment.
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Carroll, Robert G. "The 2014 Claude Bernard Distinguished Lecture: the social contract of learning." Advances in Physiology Education 39, no. 1 (March 2015): 1–4. http://dx.doi.org/10.1152/advan.00135.2014.
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The shift to competency-based education expands the role of the teacher from that of a provider of information and into a shaper of knowledge, skills, and attitudes. These roles are facilitated by establishing a social contract between the instructor and learner, a contract that clearly defines the rights and duties of each. Adopting greater responsibility for the development of competencies in our learners allows faculty members to truly have an impact by shaping the behaviors of learners.
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Thoharudin, Munawar, Fatkhan Amirul Huda, and Tedi Suryadi. "MENINGKATKAN SEMANGAT MENULIS DAN PUBLIKASI KARYA ILMIAH BAGI GURU SE-KECAMATAN SUHAID, KAPUAS HULU." ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (March 17, 2021): 70–75. http://dx.doi.org/10.24071/aa.v3i2.3208.
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Scientific writing is now an important requirement for teachers in advancing their field of professional development. The general objective of this activity is to increase the enthusiasm of teachers in writing scientific papers and publish them in national journals as part of teacher professional development. Operationally, the objectives of this activity are: increasing knowledge of writing scientific papers for teachers in Suhaid District; improving the ability to write scientific papers for teachers; as well as the development of teachers in preparing research reports and articles until they are published in the mass media or accredited national scientific journals.The method used in this activity was performance and training in writing scientific papers. The expected outcome of this scientific paper writing workshop was that teachers could be motivated and understand how to write correct scientific papers. The results of the activities were proven by the participants’ sending the scientific papers by email to the instructor and the instructor reviewed the papers for revisions to achieve the output target of this activity.
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Assadi, Nabil, and Tareq Murad. "The Effect of the Teachers' Training Model "Academy- Class" on the Teacher Students' Professional Development from Students' Perspectives." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 214. http://dx.doi.org/10.17507/jltr.0802.02.
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this study attempts to examine the effect of a new model in teacher education or training, Academy-Class, on teacher students' professional development according to their point of view. The research examines the influence of the new training model on the pre-service teachers' relations with their, training teachers, pedagogical instructors and the students of the school. The participants of the study were 32 third year students who study at Sakhnin College and do their training at nearby schools `for three days. The instrument of the study was a questionnaire and an interview. The validity and reliability of the study instrument was obtained. The findings of the study were: 1. The student teachers' level of knowledge, skills and qualifications of teaching and learning is higher after the program than before. 2. The teacher students experienced the training more effectively and efficiently after the program. 3. The student teachers are more convinced that they made more professional and correct choice of career after the program than before 4. The student teachers' attitude towards the pedagogical instructor, the training teacher, the school students and the contribution of the training by the program towards strengthening the relationship with the school and its students was higher after the program than before.
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Ward, Jennifer, Joseph DiNapoli, and Katie Monahan. "Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context." Education Sciences 12, no. 3 (February 24, 2022): 159. http://dx.doi.org/10.3390/educsci12030159.
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In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes.
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Médici, Arthur Damião, and João Dos Santos Carmo. "Personalized System of Instruction (PSI) and Lesson Study (LS): a comparative analysis of two successful teaching methods." Science and Knowledge in Focus 1, no. 1 (January 26, 2018): 05. http://dx.doi.org/10.18468/sc.knowl.focus.2018v1n1.p05-18.
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<p>Educational researchers are concerned with the investigation and improvement of teaching methods, and data obtained this study evidences their efficacy. The Personalized System of Instruction (PSI) and Lesson Study (LS) are two evidence-based effective teaching methods applied in varied disciplines in several countries with different theoretical backgrounds, procedures and evaluation strategies. In general, PSI research focuses on student development, lesson planning relies on an instructor, instructions are written, evaluation based on experimental manipulation, and shortcomings involve issues like student procrastination, excessive preparation and supervisor training time. LS research focuses on teacher and student development, instructions are varied, the assessment is based on a performance of the student, and teacher perception and shortcomings include excessive meeting time. This article suggests that both PSI and LS can benefit from the investigating implementation of each other’s features.</p>
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Edinger, Matthew J. "What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design." Gifted Child Quarterly 64, no. 4 (July 1, 2020): 304–18. http://dx.doi.org/10.1177/0016986220938051.
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This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers ( N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.
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Lee, Min Hyo, and Chang Woo Nam. "Exploring the Factors Affecting Teachers Perception of Teaching and Learning for Learner-Centered Instruction in Teacher Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 141–55. http://dx.doi.org/10.22251/jlcci.2022.22.20.141.
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Objectives The purpose of this study is to examine the impact of teaching and learning environment support, learning evaluation support, and student guidance support in teacher education for learner-centered classes, and to examine the perception of instructors' programs for competency development. Methods For this purpose an online survey was conducted on the needs of instructional design support, teaching and learning support, learning evaluation support, student guidance support, and instructor competency development at A University, a four-year general university located in Busan. For the collected data, multiple regression was conducted to examine the degree to which teaching and learning environment support, learning evaluation support, and student guidance support variables affect teaching design support. Results The results of this study are as follows. First, among the demands for instructional design support, teaching and learning environment support, learning evaluation support, and student guidance support, the demand for instructional design was the highest. Second, as a result of analyzing the impact of teaching and learning environment support, learning evaluation support, and student guidance support on teaching design, it was found that teaching and learning environment support had the greatest influence. Third, looking at the instructor's program requirement for the development of instructor competency, special lectures and workshops on teaching methods were the highest. Conclusions The conclusions derived from the analysis results are as follows. First, it can be seen that the demand of instructors increases according to the importance of instructional design and social necessity for effective instruction and difficulty in instructional design of prospective and incumbent teachers in teacher training institutions. Second, it can be seen that instructors recognize the importance of teaching and learning methods for learner-centered classes, and in particular, there is a high demand for special lectures and workshops on teaching methods.
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S.M, H. Muntholib, Maisah, and Nur Komariah. "EMPOWERMENT OF BOGA TEACHER EMPOWERMENT MANAGEMENT IN THE DEVELOPMENT OF SANTRI ENTREPRENEURS IN THE PESANTREN NURUL IMAN, THE MUARA JAMBI DISTRICT, JAMBI PROVINSI." International Journal of Research -GRANTHAALAYAH 7, no. 4 (April 30, 2019): 300–314. http://dx.doi.org/10.29121/granthaalayah.v7.i4.2019.906.
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Tata Boga is one of the entrepreneurship of students at Nurul Iman Islamic Boarding School which aims to equip students with entrepreneurial science in cooking. This study uses a descriptive qualitative approach. By using the method of observation, interviews and documentation. Data analysis uses the Miles and Huberman models, while the data validity technique uses triangulation. The results of the study were: The leadership of the Islamic boarding school planned the facilities and infrastructure before identifying the teacher, delegating the task of teaching cooking to qualified teachers, and giving curriculum autonomy, scheduling schedules and funding. In organizing activities, the head of the lodge places himself as a supervisor, and instructs the principal as the supervisor and person in charge, the chairman of the entrepreneurial coordinator as the driver, and the teacher as the implementer. In the implementation activities the leader instructs the principal so that the teacher prepares the syllabus and lesson plan, optimizes himself / herself to become a counselor and instructor, completes the class administration, and develops evaluation of learning. The supervisory activities include direct supervision by looking directly at the implementation of indirect learning and supervision activities by looking through curriculum documents.
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Vezne, Rabia. "Teacher candidates’ satisfaction with massive open online courses in Turkey." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 479–91. http://dx.doi.org/10.18844/cjes.v15i3.4914.
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Adult education, especially teacher education, is one of the most important issues in Turkey in order to increase the quality of education and to keep up with the countries which aim to become one of the most competitive and knowledge-based economy in the world. Therefore, most of the universities started to improve their distance learning provisions by using massive open online courses (MOOCs). The purpose of this study is to understand teacher candidates’ opinions on MOOCs and their satisfaction with MOOCs. A mixed method including qualitative and quantitative approaches was used in this study. Results show that the MOOCs have a positive effect on teacher candidates’ personal development and learning life; therefore, they are satisfied with the MOOCs. Only the satisfaction level in learner–instructor interaction is lower in asynchronous courses. As adult learners, they wanted to be more active in MOOCs. These findings improve the understanding of MOOC’s learning satisfaction and contribute to design and develop better MOOCs according to learners’ needs and demands.
Keywords: adult education, teacher education, distance education;
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Ignico, Arlene A. "A Comparison of Videotape and Teacher-Directed Instruction on Knowledge, Performance, and Assessment of Fundamental Motor Skills." Journal of Educational Technology Systems 23, no. 4 (June 1995): 363–68. http://dx.doi.org/10.2190/ljhx-5w5w-1pnm-6tnr.
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Although competency in qualitative assessment is a critical prerequisite for effective teaching, undergraduate programs have struggled in developing this competency. The purpose of this study was to compare the effects of interactive videotape (IV) and teacher-directed (TD) instructional methods on knowledge, performance, and assessment of fundamental motor skills. Participants were thirty undergraduate students enrolled in two motor development classes taught by the same instructor. The IV group viewed twelve instructional videotapes while the TD group received training through teacher demonstrations. Both groups received a total of 450 minutes of instruction and practice. The data analyses indicated significant differences in favor of the IV group for each of the three dependent variables. Results suggest that a videotape instructional method is a time-efficient and practical strategy to enhance qualitative assessment skills of undergraduate students.
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Bae, Yoonju, Huijin Seok, Youkyung Jun, and Jeongmin Lee. "Development Research of English Speaking Program using Metaverse." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 777–800. http://dx.doi.org/10.22251/jlcci.2022.22.24.777.
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Objectives The purpose of this study is to develop an English speaking program using metaverse for language learners to core skills required in 21st century.
Methods Nine Korean EFL students at age 12-13 who completed the national curriculum of grade 6 were recruited as the participants of the pilot study to confirm the effects of the program. The effects of the designed lessons were examined through the questionnaire-based tests, learning progress monitoring, and interviews. The variables of the tests included digital literacy, and L2 motivational experience.
Results The results of pre- and post-test comparison showed improvements in digital literacy, and motivation with regard to English learning experience. According to the interviews, the learners and the instructor were positive on the whole about the use of metaverse in English classrooms based on the lesson design proposed in this study. The learners showed great interests in the metaverse-based English lessons in general, and reported higher immersion into classes than previous school classes due to diverse activities and affordance of metaverse. The instructor who delivered the lesson emphasized the importance of teacher training for the success of the future metaverse-mediated language learning. The progress monitoring and interviews also indicated a demand for dealing technical issues.
Conclusions The implications of this study and suggestions for future research are as follows. This study confirmed the effects of metaverse-mediated language learning on high immersion by transcending temporal and spacial borders, leading to authentic learning and L2 speaking experience. Moreover, with appropriate task designs, metaverse helped learners foster not only oral communication skills but also digital literacy in English classes. Lastly, this study suggests developing a detailed guideline for potential problems regarding manipulation and technical errors for successful application of metaverse in educational programs in future research and classrooms.
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Boury, Tiffany T., John M. Hineman, Jacqueline Courtney Klentzin, and George W. Semich. "The Use of Online Technology to Facilitate Pre-Service Teachers' Engagement and Cultural Competency Development during an International Field Placement." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 65–79. http://dx.doi.org/10.4018/jicte.2013070105.
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Student teaching abroad is becoming increasingly popular in many colleges and universities in the United States. This experience can be highly rewarding in terms of developing pre-service teachers’ culture competency, yet can pose challenges for faculty monitoring such placements. Stewart and Kagan (2005) suggest a framework for teacher preparation programs that have recognized the value of international experiences gained when students participate in host countries’ classrooms. This qualitative research collective case study examined the use of a wiki discussion forum as a technology supported communication tool rooted in engagement theory for pre-service teachers to better communicate reflections, questions, or concerns they may have in working with their students during international pre-service teacher experiences. This paper reports the results of an analysis of data collected from an instructor-prompted wiki discussion board used by three student cohorts that participated in international field placements. Results indicated that online technology facilitated student engagement in the experience and that the international placement fostered the development of their cultural competency.
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Domangue, Elizabeth, and Russell Lee Carson. "Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 347–67. http://dx.doi.org/10.1123/jtpe.27.3.347.
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Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.
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Krismanto, Wawan, and Lilik Tahmidaten. "Self-Regulated Learning in Online-Based Teacher Education And Training Programs." Aksara: Jurnal Ilmu Pendidikan Nonformal 8, no. 1 (January 1, 2022): 413. http://dx.doi.org/10.37905/aksara.8.1.413-424.2022.
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<p>The era of the coronavirus disease pandemic is increasingly driving the process of transforming teacher education and training from face-to-face to online-based. Besides having flexibility and accessibility, in practice, the transformation process has several weaknesses and challenges. One of them is a culture of self-regulated learning from the participating teachers. For this reason, the purpose of this article is to review self-regulated learning in online-based teacher education and training programs with key questions- how important is self-regulated learning in online-based teacher education and training programs? and how to facilitate the development of self-regulated learning in online-based teacher education and training programs? To answer this, we conducted a literature study of various books and previous research articles, so that the results were complete, both conceptually and empirically. As a result, self-regulated learning has become an important and strategic aspect for the success of any learner or online learning program, including online-based teacher education and training programs. For this reason, every designer, organizer and instructor need to facilitate the development of participants selfregulated learning aspects through their online learning platforms. Although it cannot be assumed that they will automatically and effectively develop their self-regulated learning skills, through deliberate design and facilitation efforts, they need to create and sustain the development of self-regulated learning skills of e-learners through rich learning experiences. Positive self-regulated learning tends to encourage the success of the online-based teacher education and training programs because teachers will give their best efforts to complete their online learning and have the potential to achieve the best results.</p>
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Loza, Sergio. "Teacher and SHL Student Beliefs about Oral Corrective Feedback: Unmasking Its Underlying Values and Beliefs." Languages 7, no. 3 (July 25, 2022): 194. http://dx.doi.org/10.3390/languages7030194.
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This study provides a critical discussion on oral corrective feedback (CF) in the Spanish heritage language context by analyzing the language ideologies of both teachers and students relating to this everyday pedagogical practice. Despite the undeniable relevance of oral CF within the SHL language classroom, it is an area mainly studied within the field of SLA and, thus, primarily grounded in cognitive perspectives of the individual L2 learner and their subsequent language development. Drawing on scholarship that has long contested the discrimination that U.S. Latinxs face at the macro, meso, and micro-levels of society, this study interrogates and presents the core beliefs and values that legitimize the underlying asymmetrical power relationships propagated by oral CF. As critical paradigms continue to gain currency in the field of SHL education (e.g., critical language awareness), unmasking the various ways by which monolingual ideologies operate within language education is key to developing pedagogy that promotes Spanish language maintenance and, ultimately, dismantling such structures of domination. This study focuses on exploring the ideologies about oral CF by asking: (1) What language ideologies are prevalent in relation to participants’ conceptualization of oral CF? and (2) What are the instructor’s goals for oral CF? To answer these questions, this study analyzes interview data of a language instructor (n = 1) and SHL learners (n = 4) in an elementary-level, mixed Spanish course at a Hispanic-serving community college. The results show how the instructor utilized oral CF as a mechanism to enact dominant ideologies regarding SHL learners’ non-prestige varieties, while simultaneously advocating for an approach to learners’ varieties based on appropriateness. The instructor grounded her corrective practices in beliefs and values regarding the “deficiency” of SHL learners’ cultures and social categories that she considered to be the root causes of the “problem” that SHL learners spoke non-prestige varieties of Spanish. This study sheds light on the need to reexamine current L2-based oral CF taxonomies and teaching principles that do not account for the wide-ranging ways that corrective feedback becomes entrenched in educators’ culturally shared ideologies of language, learning and the learners themselves, and as normalized by the programmatic context wherein such practices are embedded. Finally, the study concludes by proposing several guiding considerations based on CLA to develop reflective practices for pedagogues to promote a consciousness of the ideologically charged nature of CF within the SHL learning context.
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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.
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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.
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Chitpin, Stephanie, and Marielle Simon. "‘Even if No-One Looked at it, it was Important for My Own Development’: Pre-Service Teacher Perceptions of Professional Portfolios." Australian Journal of Education 53, no. 3 (November 2009): 277–93. http://dx.doi.org/10.1177/000494410905300306.
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This study was conducted with 15 pre-service teachers enrolled in the Reflective Practice Seminar in primary/junior division at a Canadian university. Data were gathered through interviews, informal classroom conversations and reflections over an eight-month period. This article considers the issue of how constructing a professional portfolio helps pre-service teachers examine their identity as learners. The findings highlight their perceptions around purpose, process and impact. Despite the overwhelming nature of reflection, pre-service teachers in this study said that constructing a professional portfolio challenged them to cyclically reflect on taken-for-granted assumptions, articulate growth and gain perspectives. They also recommended that exemplars be provided for improvement as well as increased instructor and peer feedback within the reflective seminar.
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Ghaffarian Asl, Solmaz, and Necdet Osam. "A Study of Teacher Performance in English for Academic Purposes Course: Evaluating Efficiency." SAGE Open 11, no. 4 (October 2021): 215824402110503. http://dx.doi.org/10.1177/21582440211050386.
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Identifying significant factors in teaching-learning performance affecting the efficiency of teachers at university is an indispensable factor in upholding the quality of the teaching in English for Academic Purposes (EAP) courses. This study aims to evaluate teachers’ performance in EAP courses using the students’ course-instructor evaluation survey, and the students’ final grades. For this purpose, the Performance Improvement Management (PIM) software Data Envelopment Analysis (PIM-DEA) is applied to evaluate the efficiency of EAP teachers. Later, a sensitivity analysis is applied to prioritize the significant indicators of teacher performance following an interview with the teachers aimed at the betterment of their performance. The result of the study reveals that the degree of student satisfaction in relation to assignments, exams, and grading systems are significant factors related to teachers’ performance. A wider realization of this should be seen, in the researcher’s opinion, vital to the development of the educational sector.
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Suharnis, Suharnis. "PENGEMBANGAN PENDIDIKAN LIFE SKILL PEREMPUAN BERBASIS LOKAL." Musawa: Journal for Gender Studies 9, no. 2 (December 30, 2017): 361–98. http://dx.doi.org/10.24239/msw.v9i2.256.
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Life skill education is education that provides basic provision and proper practice to the community about the values of life needed and useful for the development of people's lives, especially in women. The form or model of life skills development can be seen through the way of learning in developing life skills that is to provide questions/asks that encourage others to do/think. The types of questions asked or the tasks assigned by the teacher or instructor are very influential on the development of people's thinking skills. The questions/tasks are not only to focus on activities, but also to explore or know the potential of each region, so as to trigger analytical, evaluative, and creative thinking and can train in solving problems that occur in self, or in her family.
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Spicer-Escalante, María Luisa, and Karin DeJonge-Kannan. "Reflective Practitioners: Foreign-Language Teachers Exploring Self-Assessment." Studies in English Language Teaching 4, no. 4 (November 23, 2016): 634. http://dx.doi.org/10.22158/selt.v4n4p634.
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<p><em>It is the professional and personal responsibility of teachers to analyze, evaluate, reflect on, and improve their classroom practice (Desimone & Garet, 2016). This paper introduces a guided teacher observation model which combines both self and peer-observations, designed for Foreign-Language (FL) teachers to evaluate their own classroom practice through video recording and directed reflection. Instructors’ self-assessment statements that implement this model show that it enables teachers to identify and address their areas for improvement (Bailey, 1981; Barber</em><em>,</em><em> 1990; Zeichner & Liston, 2014; Spicer-Escalante & deJonge-Kannan, 2014). Moreover, this guided teacher observation model entails a dialogue between observed instructor and observers. It does not ignore peer-evaluations, but rather requires responsive and responsible observations that are merged later with the self-reflection written by the observed instructor. As research in the field shows, regularly implemented self-assessment averts negative performance appraisals and reduces the need for intervention by superiors (Barber, 1990), thus offering reflective practitioners a pathway not only to professional growth (Burns, 2015; Matsuda, 2015) but also to personal development. In our own research, this model has also served as an excellent tool to inform our peers about our discipline and about the complexities involved in the training of foreign language teachers.</em><em></em></p>
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Campbell, Colin William. "Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education." International Journal of Education 12, no. 4 (December 20, 2020): 163. http://dx.doi.org/10.5296/ije.v12i4.17853.
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The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.
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Saeed, Murad Abdu, Mohammed Abdullah Alharbi, and Amr Abdullatif Yassin. "Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University." Sustainability 13, no. 24 (December 10, 2021): 13675. http://dx.doi.org/10.3390/su132413675.
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The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.
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Radchuk, Halyna, and Zoryana Adamska. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 43, no. 1 (September 24, 2019): 122–30. http://dx.doi.org/10.31470/2308-5126-2019-43-1-122-130.
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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue.
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Radchuk, Halyna. "Personal readiness of instructors in higher educational institutions to implementing dialogue into educational process." HUMANITARIUM 44, no. 2 (December 31, 2019): 120–27. http://dx.doi.org/10.31470/2308-5126-2019-44-2-120-127.
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The article addresses theoretical substantiation and empirical research of personal readiness of teachers and instructors in higher educational institutions to implementing dialogue as a form of educational process. The essence of educational dialogue is viewed as an integrated procedural form of active learning, which is aimed at transformation of internal experiences of future specialist and acquiring new ones. The author states that a complete educational dialogue depends on three components: 1) the dialogism of a teacher; 2) the dialogic nature of educational material (as a fragment of given educational content); 3) student dialogue. The leading role of the instructor is being analyzed not only in the dialogic organization of educational process, but also in development of dialogical culture of students. Two aspects of the teacher's readiness are singled out: 1) how a teacher goes through self-realization and personality development (personal readiness); 2) how a teacher contributes to personal growth of students (professional readiness). The article analyzes facilitative abilities of a teacher, based on which the teacher develops personal readiness for implementing dialog as a form of educational process. It has been empirically proven, based on the questionnaires administered to both teachers and students, that teachers often focus on formal indicators, on the monotony and authoritarianism of teaching. Relations between teachers and students are often manipulative, and there is an alienation and indifference of the teaching staff towards students in pedagogical communication. At the same time, dogmatism, formalism, and closeness, and stereotypical role behavior of teachers and students constitute the greatest obstacle in transforming educational process into a dialogue
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Tzur, Sharon, Nitza Davidovich, and Adi Katz. "Training and Instruction Skills Through the Test of Time." International Journal of Higher Education 11, no. 3 (November 5, 2021): 15. http://dx.doi.org/10.5430/ijhe.v11n3p15.
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This study involves e-learning skills via educational software, compared to instruction via educational software with the mediation of an instructor. In the last two decades, the role of the teacher-lecturer has changed, from teaching to guidance and instruction. The technological tools have changed the nature of the learning space and the manner in which the teacher interacts with his students. Educational software is a collection of digital pages, packaged as a learning unit, and is a common tool for delivering self-instruction in academia on a range of issues. This is despite the fact that the effectiveness of this tool in academia has not yet been tested. In addition, the educational software is a technological tool but it is not being updated regularly, therefore the development of the topics in educational software is low. The key motif of technological advancement is to enable constant updates, and therefore, the effectiveness of this learning tool, which has the potential of countering the need for the dynamics of content transfer with its static nature, must be examined. The current study aims to examine the use of this tool in teaching and instruction, and to examine the ways to bridge over this gap of a "static" tool and a "dynamic" learning world. The study focuses on a case study in the Israeli Air Force and integrates instruction with technologies means. We have looked into the skills of e-learning through educational software, as well as the contribution of the instructor to the teaching process. The study's literature reveals that e-learning focuses on the cognitive aspect of learning and on the knowledge of the instruction field. Yet there are studies that engage in reinforcing the in-person communication, meaning, the significance of a “face-to-face” encounter between the student and his instructor. We examined the probability and the extent of the added value of the teacher/instructor in e-learning through educational software. An examination of e-learning through educational software is conducted by a test that consists of questions broken down into levels according to the STEM Model. The findings of the study demonstrate the contribution of educational software as a means of instruction, when it is combined with an in-person encounters between the students and their instructor. We found that combining the in-person meetings with the educational software practice has vastly improved the motivation of the technicians in training, their learning experience and the learner’s ability to understand the learning material.The results of our study shed a spotlight on the instruction, which are a major part of the teaching process in general, as well as the use of educational software as a relevant and applicable mean in the training process in particular. The case study, conducted in the Israeli Air Force, which guides the training processes that are held in the army, is the first case study of its kind, which tracks the use of educational software as a means of instructional work. Our assumption is that training work using educational software has a high influence in the context of teaching and training in different and diverse institutions and organizations, such as in academia.
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Hiratsuka, Takaaki. "An Action Research Endeavor with International Student Teaching Assistants for Their Development as Teaching Professionals." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 23. http://dx.doi.org/10.17507/jltr.1201.03.
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Research on the experiences of international student teaching assistants (TAs) in the context of Japan is scarce even though for the majority of TAs the position provides them with their first experience of being an educator at the university level. In this research, I used an action research methodology to better understand and improve the quality of classroom life with three international student TAs. Data were gathered, using interviews, picture drawing, and classroom field notes. Overall, there was an agreement among the participants that the action research endeavor enabled them to feel empowered as teacher professionals in that they reported increases in both their collaboration with me (the course instructor) and the frequency and quality of their engagements with their students. They also noted that the feedback they received from and offered to me became more insightful and wide-ranging. I will conclude this article with my recommendations for future research on TAs.
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Alharbi, Mohammed Abdullah, and Abdulrahman Nasser Alqefari. "The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing." International Journal of Learning, Teaching and Educational Research 20, no. 11 (November 30, 2021): 170–94. http://dx.doi.org/10.26803/ijlter.20.11.10.
Full textAbstract:
Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global issues and 1067 (75%) local issues in the writing of the five pairs. In terms of direction, 977 (68%) accounted for direct feedback, while 463 (32%) accounted for indirect feedback. Distribution of the feedback received by the learners varied across the five pairs of students. The findings indicate that most of the learners’ text revisions were made based on teacher feedback (1187/93%), while only 95 (7%) revisions were self-made revisions. The thematic analysis of the follow-up interview underlies students’ perceived value of teacher feedback in improving their writing, their preference for direct feedback on their writing, their perceived role of Google doc in editing their written assignments. Yet, a few students reported a few restrictions of Google Dos-peer writing and editing. The current study implied that teachers should act as mediators, be aware of the role of feedback in facilitating their students’ development of writing and misinterpretation and confusion their feedback can cause to our students in the process of writing revision, and decide what issues their feedback needs to target, focus on what issues actually challenge their learners in writing. Finally, feedback practices should be made innovative through integration of technological tools.
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Donohue, Kerri, Gayle A. Buck, and Valarie Akerson. "Where’s the Science? Exploring a New Science Teacher Educator’s Theoretical and Practical Understandings of Scientific Inquiry." International Journal of Research in Education and Science 6, no. 1 (November 8, 2019): 1. http://dx.doi.org/10.46328/ijres.v6i1.571.
Full textAbstract:
The purpose for this self-study was to explore the theoretical and practical understandings of scientific inquiry inherent in our elementary teacher preparation program, specifically those of new instructors. Although scientific inquiry and inquiry-based learning are emphasized in our program, several new instructors, doctoral students hired to teach undergraduate courses, expressed some discomfort with the lesser amount of traditional science content that could be found in the course syllabi. To support their development and our own understandings of how to guide them as they begin teaching in higher education, it was important that we understood the transition in regard to teaching scientific inquiry and using inquiry-based pedagogy. Thus, we conducted this collaborative self-study on how a new instructor, experiencing such discomfort, was experiencing a transition in which her epistemology of science was being challenged. The implications of the findings, which derived from critical friend meetings, journal entries, and student artifacts from the scientific inquiry course she taught, serve to inform the field of science education in terms of new science teacher educators moving from a traditional teacher-centered science classroom into a student-centered classroom.
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Almusharaf, Norah, Daniel Bailey, and Hugo Rodrigue. "Investigating Engineering Instructor Characteristics Associated with English Medium Instruction and Their Influence on Intrinsic Motivation." Sustainability 15, no. 2 (January 5, 2023): 973. http://dx.doi.org/10.3390/su15020973.
Full textAbstract:
This study explores how instructors view the current state of English medium instruction (EMI) in terms of the existence of EMI engineering courses, how EMI influences instructor motivations, and how motivation constructs influence the intrinsic motivation to teach EMI courses. Explanatory variables regarding intrinsic motivations included the use of the Korean language (L1) when teaching EMI courses, EMI teacher self-efficacy, EMI teacher anxiety, and perceived student benefits for English acquisition when attending EMI courses. The influence of demographic variables (i.e., age, teaching experience, experience living overseas, and second-language proficiency) on intrinsic motivation was also identified. Ultimately, a cross-sectional research design was conducted with a group of 54 engineering professors at a South Korean university. Mean score and correlation analyses provided an initial view of the data. Multiple linear regression analysis was used to determine the explanatory variables’ influence on the intrinsic motivation to teach EMI courses. Several significant relationships in the model were identified. The results showed that the surveyed professors have high self-efficacy in teaching EMI courses, which corresponds with low anxiety levels. Furthermore, the professors reported the frequent and varied strategic use of their first language, L1 (i.e., Korean), when teaching EMI courses. Generally, professors with low self-efficacy in their English will use their own language (L1) more frequently than their more confident counterparts. Self-efficacy, anxiety, and the perceived benefits for students were significant predictors of their intrinsic motivation to teach EMI courses. The pedagogical implications are briefly discussed, and methods for preparing the EMI course instructors are recommended.