Journal articles on the topic 'Teacher and instructor development'
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1
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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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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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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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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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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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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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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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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Ghaemi, Hamed, and Hamid Kargozari. "An Investigation into the Elements of the International English Language Testing System: Instructors' Success." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 84–98. http://dx.doi.org/10.2478/v10099-011-0007-z.
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An Investigation into the Elements of the International English Language Testing System: Instructors' SuccessEducating for a more sustainable future in its broadest sense includes improving quality basic education, reorienting education to address sustainability, improving public awareness and providing training to many sectors of society. In order to reorient teacher education to address sustainability, we need to examine the major tenets of sustainable development and apply them to education and teacher education. This study reports on an exploratory study into the distinctive characteristics of International English Language Testing System (IELTS) instructors. Six IELTS instruction institutes in Iran were selected. Totally, there were 122 students studying IELTS, distributed in 18 classes available in these institutes, and 15 teachers were teaching IELTS preparation courses there. All 18 classes were videotaped to be used and analysed in more detail. In addition, three questionnaires were developed for the purpose of identifying the most frequently occurring practices and strategies. The questionnaires were filled in by researchers, students and the teachers themselves. The results of the study demonstrated that knowledge and command of the target language, an ability to organize, explain, clarify, arouse, sustain interest and motivation among students, fairness to students by showing neither favouritism nor prejudice and availability to students were among the most significant characteristics and qualities of a successful IELTS instructor.
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Parsa, I. Made, Tri Cicik Wijayanti, Ida Ayu Nyoman Yuliastuti, I. Gede Putu Kawiana, and Petrus Ly. "Technology Adoption and Competence in Improving Teacher Performance." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1080–88. http://dx.doi.org/10.9756/int-jecse/v14i1.221122.
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Achievement in learning is indicated by the assessments carried out, so this study aims to examine and analyze the role of professional teacher competence in all districts in Kupang, NTT, totaling 500 teachers. The Slovin formula was used to determine the sample using an error level of 5%, so that 200 teachers were obtained proportionally distributed in 3 districts in Kupang, NTT. Data was collected by direct interviews based on a prepared questionnaire. As a supporter, the SmartPLS application is used. The outcomes showed that skill and dominance of innovation had a critical constructive outcome on the presentation of expert instructors. The dominance of innovation utilized by instructors goes about as a middle person of educator capability and instructor proficient assessment. These outcomes give data on the best way to further develop educator execution. This is important to help the improvement of capability and innovation by educators.
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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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Kumar, Dr Tribhuwan. "Social Networking Sites and Grammar Learning: The Views of Learners and Practitioners." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 215–23. http://dx.doi.org/10.9756/int-jecse/v13i2.211057.
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This study examines the impact of online English Teachers' Stroking Behaviors on L2 grammar learning through online learning of L2 grammar for EFL learners. Sixty intermediate EFL learners were chosen for this reason and split randomly into three telegram groups. A researcher-made grammar test was administered as a pre-test prior to beginning the online course. For all three groups during one month, the determined grammar points were instructed in the same manner by one teacher. The instructor also used some pre-planned terms and phrases in the first category that suggested a positive conditional stimulation in her input during the teaching process. The researcher often used some per-planned terms and phrases with negative conditional stimulation for the next group, and the instructor provided the students with the input for the last group as the control group, suggesting no emotional themes. Another researcher-made grammar test was given as the post test for three groups at the final session. The findings showed that the positive verbal conditional stimulation of the teacher was substantially more efficient than the negative conditional stimulations; however, the negative ones were more efficient than no stimulation. Interview results revealed that, compared to receiving no stimulations, the participants prefer to receive stimulations from the instructor, including harmful ones.
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Terogo, Ionell Jay R. "Higher Education Instructors’ Self-Assessment of Implementation of Flexible Learning Guidelines." Asia Pacific Journal on Curriculum Studies 5, no. 1 (June 30, 2022): 43–55. http://dx.doi.org/10.53420/apjcs.2022.4.
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This descriptive quantitative study discusses the instructors’ implementation of the flexible learning guidelines during the pandemic as perceived in their self-assessment results. Assessing how the instructors dealt with the flexible learning modality will lead to better curricular planning and implementation in higher education in the new normal. Using a survey rating scale and checklist, the respondents rated their own implementation of the flexible guidelines. A self-assessment process can facilitate curricular and instructional improvements on the part of the instructor, upgrading the professional stance of these teachers and achieving the standard guidelines set along the way. Results showed that the instructors are Always implementing the flexible learning guidelines specifically on the general guidelines, requirements and qualifications for flexible learning, implementing policies and procedures on facilitating online teaching, social-emotional learning, rules and discipline, teacher organization and communication, assessment, support services, and adherence to data privacy. Yet, the instructors had a lower rating on assessment which means a need for support on online assessment. Also, the instructors expressed their concerns on the LMS, virtual synchronous platform, access and connectivity, students’ concerns, and general concerns on teachers’ coursework and online learning. It is recommended to conduct impact studies on flexible learning and to provide further professional development sessions to enrich the curriculum and instruction needs of instructors.
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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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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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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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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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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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Koehler, Adrie A., Peggy A. Ertmer, and Timothy J. Newby. "Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format." Journal of Teacher Education 70, no. 4 (February 2, 2018): 319–34. http://dx.doi.org/10.1177/0022487118755701.
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For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.
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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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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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Stewart, JesAlana. "International Student Academic Support: Academic Support given to Chinese International Students from Teachers." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 99–115. http://dx.doi.org/10.14434/ijlcle.v5i0.26940.
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With the large flux of international students attending American universities in order to achieve a higher level of education, it is imperative that these institutions provide sufficient resources to enable them to succeed. The vast majority of these students have had no experience with the western academic system, and they need an academic cultural ambassador to guide them in this setting. The foremost resource in helping these non-native students to navigate academia is the teacher. This study takes a qualitative approach of four case studies of freshman composition instructors of international students in order to develop the perspective of a first line of defense. This research finds many commonalities among the perspectives of these teachers, particularly in how empathic these instructors are towards their non-native students, and it reveals many forms of accommodations that they make in order to help their students succeed. It discovers that from the perspective of these teachers, this particular group of students will only use the resources that they are encouraged to utilize by each individual instructor (even when there are other known services available to them). Furthermore this study calls for more research into the available resources that international students use, more training for teachers who are going to instruct this very diverse population, and it advocates for the development of further resources for the future.
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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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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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Aull, Bethany. "Pre-primary teacher talk: L1 use across different activity references." ELT Journal 75, no. 3 (April 19, 2021): 278–89. http://dx.doi.org/10.1093/elt/ccab013.
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Abstract Whether and how instructor L1 use may enhance foreign language learning has been a topic of considerable discussion. Although numerous studies note the L1’s recurrence in teacher talk, research has tended either to quantify its overall use throughout whole class sessions or to outline specific functions. Consequently, little is known about teachers’ actual L1-versus-L2 distribution across different classroom activities. This article contemplates teacher references relating to two prominent activities: core references (focusing on target content) and logistical references (classroom management and organisation). Via word count, it contrasts L1 use in the core and logistical references of ten non-native EFL instructors of very young learners. The findings indicate significantly higher L1 quantities in logistical than core references, even in the case of comprehensible high-frequency logistical terms such as sit. This disparity raises questions about the role of activity-differential L1 use, and points to the particular value of logistics for focalized teacher-talk analysis and awareness.
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Lakshminaryanan, Srinivasan. "The Complexities of Teaching a Program to Find the Largest of Three Numbers in the CS1 Course." Journal of Engineering Education Transformations 36, no. 2 (October 1, 2022): 31–37. http://dx.doi.org/10.16920/jeet/2022/v36i2/22151.
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Abstract : This study explores social, cognitive, metacognitive, and affective aspects of teaching a simple programming problem by a lab instructor. Every programming problem in practice creates a unique teaching experience. The lab instructor is the implementer of the educational policies, curriculum, course design, institutional culture and represents the system for the student. As an essential point of contact between the system and the student, the instructor has an enormous opportunity to contribute to the students' learning. Therefore, there is a need to capture these experiences to improve the quality of instruction. A phenomenological lived experience method is adopted to describe teaching the example problem to find the largest of three numbers in a CS1 course. In the social domain, we present the difficulties faced due to differences in competency between instructors and teachers. In the cognitive domain, we present the difficulties due to the variations possible in the program and lack of time to teach the problem. In the metacognitive domain, we present the difficulties of engaging students at higher cognitive levels of applying, analyzing, and evaluating. Finally, in the affective domain, we present the difficulties related toacceptance, judgment, the time required for the relationship, and the need for completion. Keywords : Critical Pedagogy, CS1, Introductory Programming Course, Lived Experience, Reflective Practice
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Zeng, Yueying. "Analysing Teacher Knowledge for Technology Use among Secondary Teachers Teaching Chinese as a Foreign Language (CFL) in Australia." Journal of Curriculum and Teaching 11, no. 2 (January 19, 2022): 15. http://dx.doi.org/10.5430/jct.v11n2p15.
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Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian secondary schools. Specially, it investigates (a) what teacher knowledge affects technology, (b) how CFL perceive their knowledge, and (c) how to effectively develop teacher knowledge. The findings suggest that technological knowledge (TK) strongly influences CFL instructors’ technology use, and these instructors were more confident in their non-technological knowledge than their technology-related knowledge. The finding regarding relationships between knowledge constructs should shed light on knowledge development for teacher education. Hence, this study contributes to teacher training in Australian secondary schools.
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Park, Eunjeong. "A needs analysis to develop new curriculum for Korean college students in higher education." Indonesian Journal of Applied Linguistics 12, no. 1 (May 31, 2022): 77–85. http://dx.doi.org/10.17509/ijal.v12i1.46564.
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Language teachers and instructors should always consider how to successfully develop new curricula. A medium-sized university in Korea launched a new liberal arts course for freshmen. A language instructor conducted a need analysis to understand the needs of college students to develop a new curriculum of the assigned course. The purpose of this study is to examine the needs of Korean university students who learn English to develop new curriculum and instruction reflecting learner needs accordingly. Data were collected through interviews and survey questionnaires. The qualitative data of the interview went through a thematic analysis process, and the quantitative data of the survey were analysed through statistical tests. As a result, various perspectives of students were revealed. First, this study showed that competency-based language instruction is essential for learners’ language development. Second, skill integration was needed to improve language skills. Third, the students expected constructive feedback from the instructor on their English grammar and vocabulary use. This study presents the significance of performing needs analysis and suggests that language teachers should consider it for their professional development and growth in higher education.
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Dumlavwalla, Diana T. "The piano pedagogy scenes in India and the Philippines: An introductory cross-cultural comparison." International Journal of Music Education 37, no. 3 (April 17, 2019): 390–406. http://dx.doi.org/10.1177/0255761419839169.
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Categorized as developing nations, India and the Philippines are not generally known as centers for piano study. There has been little research investigating the traditions of piano education in these nations. In this study, I examined a number of issues related to piano pedagogy in each country. Data were collected from teachers in India ( n = 45) and the Philippines ( n = 28), who completed a 29-item questionnaire. Additionally, three instructors from India and one instructor from the Philippines were interviewed to gain further insight. A summary and comparison of the availability of piano instruction for pre-college students were outlined and opportunities for teacher support and professional development were explored. I looked at the current professional practices, the types of pedagogical methodologies and materials used in each country, the quality and types of pianos and keyboard instruments available, as well as the practice expectations and environments of students. How each country’s system of piano education adopts Western influence and observes their respective traditions is also presented. It is hoped that this research will lead to more in-depth investigation about these countries’ teaching practices and provide additional perspectives for pedagogues around the world.
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Nielsen, Wendy, Peter Andersen, Amy Hurley, Vanessa Sabljak, Amy-Lee Petereit, Vanessa Hoskin, and Garry Hoban. "Preparing Action Competent Environmental Educators: How Hard Could It Be?" Australian Journal of Environmental Education 28, no. 2 (December 2012): 92–107. http://dx.doi.org/10.1017/aee.2013.3.
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AbstractThis article describes an interpretive study that evaluated a new subject in teacher education called ‘Education for Sustainable Development’. The study evaluated the subject for its ability to prepare pre-service teachers for their roles as environmental educators. We used perspectives in place-based pedagogy and critical thinking to underpin the subject design and our analysis. Data sources include instructor journals, planning documents, interviews with students and student thinking books. Interpretive analysis of the data corpus was a collaborative process that involved both subject instructors and students who took the subject. Themes that emerged from the research were centred around: (1) how the students built connections between primary school education and environmental education; (2) how students developed action competence through the activities in the subject; (3) how students were challenged to think differently about themselves as educators; and, (4) how the subject design presented its own challenges for both instructors and students.
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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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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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Solares-Altamirano, María Elena. "Promoting Teacher Professional Development through Online Task-Based Instruction." International Journal of Virtual and Personal Learning Environments 1, no. 4 (October 2010): 52–65. http://dx.doi.org/10.4018/jvple.2010100104.
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The importance of teachers in the success of Task-Based Language Teaching (TBLT) is unquestionable. However, designing a teacher course on TBLT raises many questions concerning ‘what’ and ‘how’ it can be implemented. Can teachers’ professional development be promoted through Task-Based Instruction (TBI)? This paper explores this question by examining the design and implementation of an online course for teacher development on TBLT at the National Autonomous University of Mexico. This paper proposes a task definition for teacher education and develops a framework for TBI in online teacher education. The tasks, suggested framework for professional development, and potential of online education resulting from the interaction tools used in this course also provide insights into the development of online TBI for teacher education.
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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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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.
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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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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.
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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.
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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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Podhajski, Blanche, Nancy Mather, Jane Nathan, and Janice Sammons. "Professional Development in Scientifically Based Reading Instruction." Journal of Learning Disabilities 42, no. 5 (June 17, 2009): 403–17. http://dx.doi.org/10.1177/0022219409338737.
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This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students ( n = 33). Three control teachers and their students ( n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students’ growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.
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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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Karaduman, Betul, Ahmet Doganay, and Sedat Ucar. "An Investigation of Concepts about “Gases” through Didactic Transposition in Higher Education." International Journal of Research in Education and Science 7, no. 1 (December 13, 2020): 27. http://dx.doi.org/10.46328/ijres.1160.
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Didactic transposition theory examines the development from scientific / academic knowledge being produced by scientists to it becoming learned knowledge constructed by learners. According to the theory, four kinds of knowledge exist: scientific knowledge, knowledge to be taught, taught knowledge and learned knowledge. In this study, learning and teaching processes and the transition between different types of knowledge were investigated in detail for the concept of “Gases” in higher education General Chemistry-I courses. The study was designed as a qualitative case study. Data were collected by lesson observations, semi-structured interviews, the Diagnostic Form and Word Association Test. The results revealed that the didactic preferences of the instructors were highly effective in influencing taught knowledge. It was additionally observed that the “knowledge to be taught” of the instructors affected “the taught knowledge,” and that the learned knowledge of the pre-service teachers was closely connected to “taught knowledge” with individual characteristics. It can be concluded that the interaction between the instructor and pre-service teacher positively affected the learned knowledge of pre-service teachers. It was also found that pre-service teachers’ pedagogical content knowledge and hidden curricula are effective for taught and learned knowledge.
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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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Song, Minhee, and Sunhee Lee. "Art & Culture Education Instructor as a Lifelong Education Instructor : Exploring Roles through Systematic Literature Review." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 439–54. http://dx.doi.org/10.33645/cnc.2022.12.44.12.439.
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The purpose of this study is to analyze research trends on the art and culture education instructor system through systematic literature review and to explore the role of art and culture education instructor as lifelong education instructor. To this end, researchers summarized and analyzed the discussions on the system of art and culture education instructors and discussed the role of culture and arts education history from a lifelong education perspective, and find implications for the development of the culture and arts education history system. Researchers selected 59 papers out of 131 research papers from 2012, a year before the system was implemented, to 2022 and analyzed focusing on the research methods, topics, research purposes and discussed the role of culture and arts education teachers as lifelong education instructors.
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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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Marchuk, Svetlana Vladimirovna. "«Russian world» concept in the course of foreign students’ sociocultural competence development." Samara Journal of Science 8, no. 1 (February 28, 2019): 277–81. http://dx.doi.org/10.17816/snv201981311.
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In this paper the author analyzes the Russian world concept which has become a stable term in Russia as well as around the world; the analysis of the concept is accompanied by teaching the Russian language to foreign students. The author describes how foreign students can use knowledge of the Russian world traditions during their stay in Russia while learning the Russian language. The author also explains why the concept of the Russian world should be written without quotation marks. Ideological postulates are being assessed critically. A new approach to the Russian world concept is offered taking into account historical and philosophical consequences. The author of the paper interprets the main sense of the concept for studying the Russian world traditions by foreign students who learn the Russian language. The aim of the paper is to develop sociocultural competence with the help of an adequate interpretation of the Russian world concept to foreign students who learn the Russian language. The author considers that a teacher (an instructor) is responsible for correctness and completeness of the information given to students. Hence teaching foreign students depends on teachers (instructors) ideology, knowledge and methods of teaching. According to the author it is especially important to study the offered subject at present.
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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.
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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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Panov, V. I., and M. V. Selezneva. "A Study of Professional Competencies in Military University Teachers of Foreign Languages at Different Stages of Agency Formation." Психологическая наука и образование 24, no. 4 (2019): 72–80. http://dx.doi.org/10.17759/pse.2019240406.
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The paper focuses on the outcomes of an empirical research of professional competence in linguistic disciplines instructors at a military institution of higher education from a position of ecopsychological model of agency formation. The sample of the research consisted of 38 instructors aged 25 to 76 years belonging to civilian staff. The paper considers what agency qualities the instructor should possess to perform the necessary didactic actions providing feedback and intensification of the educational process. The authors show unevenness of gradual formation of the instructor’s agency. Discriminant analysis of the obtained data revealed deeper differences between the stages of agency formation and influences of action-related characteristics (according to the terms of competence approach).As a result, the paper identifies four groups of instructors differing in their agency features and stages of professional competence development. Besides, the authors formulate the most appropriate conditions of teaching to release the instructor’s agency and implement the ‘subject’s self-transformation’.
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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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Wagner, Christopher J., Marcela Ossa Parra, and C. Patrick Proctor. "Teacher agency in a multiyear professional development collaborative." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.
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Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.