Journal articles: 'Teacher groups'

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Cravens, Xiu, Timothy A. Drake, Ellen Goldring, and Patrick Schuermann. "Teacher peer excellence groups (TPEGs)." Journal of Educational Administration 55, no. 5 (August 7, 2017): 526–51. http://dx.doi.org/10.1108/jea-08-2016-0095.

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Purpose The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes. Design/methodology/approach Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted. Findings The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics. Social implications The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching. Originality/value The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

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Oliphant, Katrina. "Teacher Development Groups: Growth Through Cooperation." Íkala, Revista de Lenguaje y Cultura 1, no. 1-2 (March 17, 1996): 67–86. http://dx.doi.org/10.17533/udea.ikala.8035.

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As a student working towards a Master's Degree in ESL, I often ponder the career choices that will be available to me upon completion of the program. Having made the commitment to professional development implicit in my decision to return to university, I hope to find a postion in an EFL setting that will nurture my desire for continued growth as a teacher. But how realistic is that prospect? My experience has shown me that many of the private language schools abroad are indifferent to teacher development; in fact, they often hire teachers with no qualifications. Profit, rather than the quality of teaching guides their decision-making. As long as their students continue to accept unqualified (and thus low-paid) teachers, they will have no motivation to hire professionals who will demand higher salaries. Even many of the more serious teaching institutions provide little or no in-service training How to reference this article: Oliphant, K. (1997). Teacher Development Groups: Growth Through Cooperation. Íkala, Revista de Lenguaje y Cultura, 1, 1(1-2). 67-86.

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Brinia, Vasiliki, Georgia Papadopoulou, and Paraskevi Psoni. "The creation and the dynamics of informal groups." International Journal of Educational Management 34, no. 4 (December 13, 2019): 750–66. http://dx.doi.org/10.1108/ijem-09-2019-0340.

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Purpose The purpose of this paper is to investigate the way informal groups rise and operate in the Teacher Association in a Secondary Vocational School Unit in Greece. More specifically, the way the role of the head teacher, the school culture and teachers’ emotional intelligence impacts these groups is investigated. Design/methodology/approach Qualitative research through in-depth interviews with teachers and the head teacher as well as the researchers’ participatory observation has been conducted, in order to support the selected method of the case-study. Findings The findings showed how both positive and negative informal groups rise and function in the Teacher Association. The role of the head teacher emerges as a very significant factor that influences the emergence and the preservation of such groups. The school culture has a bidirectional relation with the existence and quality of informal groups. Emotional intelligence also plays an important role in forming informal groups and in the quality of actions of these groups. Originality/value This study covers a significant gap in the international literature of group dynamics in a Teacher Association and provides practitioners with valuable insights regarding the underexamined factors that lead to the formation, operation and preservation of informal groups, the study of which can lead to the development of sophisticated scales of measurement of these dynamics by future researchers.

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Van den Beemt, Antoine, and Emmy Vrieling. "Dimensions of social learning in teacher education." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 376–84. http://dx.doi.org/10.54337/nlc.v10.8895.

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Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ professional development. Research shows the importance of understanding the role and impact of informal social networks on teacher professional development. This paper describes a rich case study of student teachers, in-service teachers and teacher training educators collaborating in networks. Based on the ‘Dimensions of Social Learning (DSL)-Framework’ that includes 4 dimensions and 11 indicators of social learning, the present study observes and facilitates the social configuration of a learning group of primary (student) teachers and their educators. The purpose of the case study is 1) to translate the theoretical DSL-Framework into a form recognized by educational practice, and 2) find social configurations that support roles of (student) teachers in learning networks. The following research questions were formulated: 1) In what way can the DSL-Framework help to bring the group configuration into focus? 2) Which social configuration on dimensions and indicators supports student teachers’ role in a group together with teachers and educators? These questions are answered by video-recordings of group activities, reflective notes, the use of an online learning environment and semi-structured interviews. Data analyses were accompanied by an intervention with the purpose to translate the theoretical DSL-framework to a practice-based tool for evaluating and guiding learning networks. The research findings demonstrate that teacher groups can reflect on the learning group's social configuration by means of compiling an image with the DSL-framework. The resulting image allows teachers to analyse whether their group's configuration fits its learning goals, or that adjustments are required. In this way, professional development within teacher learning groups can be improved. Besides general recommendations for facilitating social learning in teacher groups, the study explicitly searches for ways to optimise student teachers’ role in a group of teacher experts.

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Jenlink, P. M. "TEACHER LEARNING IN STUDY GROUPS." Pedagogicheskiy Zhurnal Bashkortostana, no. 5 (2018): 42–60. http://dx.doi.org/10.21510/1817-3292-2018-5-42-60.

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Ferguson, Dianne L. "Magic for Teacher Work Groups." TEACHING Exceptional Children 27, no. 1 (September 1994): 42–47. http://dx.doi.org/10.1177/004005999402700106.

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Alam, Syah Khalif. "Efforts to increase the group of teacher competency through the teacher work groups in central bakung cimahi." P2M STKIP Siliwangi 5, no. 2 (November 30, 2018): 106. http://dx.doi.org/10.22460/p2m.v5i2p106-113.1061.

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EFFORTS TO INCREASE THE TEACHER'S GROUP TEACHER COMPETENCY THROUGH THE TEACHER WORK GROUPS IN CENTRAL BAKUNG CIMAHI Syah Khalif Alamradityaalief@gmail.comIKIP Siliwangi AbstractThis study aims to determine the implementation process and the results of teacher competency development in the group of teachers of the kindergarten cluster Bakung Cimahi Tengah. The formulation of the problem in this research is whether the teacher working group can improve the competence of kindergarten teacher group in Central Cimahi? And how the implementation process, the results of coaching, advantages, and disadvantages after the guidance of pedagogic competence of teachers in the cluster group of teachers Cilahi Tengah. The approach used in this research is qualitative approach with descriptive research method. The population in this research is in Cimahi Tengah lily group consisting of 29 teachers from 7 kindergarten schools. Based on the results of research that during the process of implementation of the working group of teachers still do not understand its role as a subject of learning. While the result of guidance pedagogic competence of teachers successfully implemented, the teacher showed an active, enthusiastic, and happy attitude during the learning took place. It can be concluded that improving the competence of teachers through teacher workgroups can experience a significant increase as when supervisors provide direction and guidance look more active and confident, and improve the competence of teachers through teacher work groups more effectively and better, teachers are more understanding and can doing activities well. Key Words: Teacher Competence, Early Childhood Education, Teacher Working Groups

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Post, Gina, and Stephanie Varoz. "Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers." Teaching Children Mathematics 14, no. 8 (April 2008): 472–78. http://dx.doi.org/10.5951/tcm.14.8.0472.

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Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).

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Arfiandhani, Puput. "Utilizing Facebook Groups in Teaching English as Foreign Language: Indonesian EFL Teachers’ Voices." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 53–60. http://dx.doi.org/10.22437/ijolte.v4i1.10197.

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In the era of 4.0, social media has become an integral part of everyday life, including for the purpose of teacher learning. One of the means of social media that has been used for enhancing teachers’ independent professionalism is Facebook Groups related with their teaching professions. The present qualitative study aims at (i) exploring English as A Foreign Language (EFL) teachers’ experiences in utilizing Facebook Groups for their teacher learning and (ii) finding out the benefits of teachers’ involvement in teaching-related Facebook Groups. In collecting the data for the present case study, in-depth interviews were done with two teachers, one novice teacher and one experienced teacher. The findings and discussions indicated that teachers use Facebook groups to enhance their professionalism, despite they tend to start refraining from utilizing the groups due to uncomfortable atmosphere that Facebook now offers. Additionally there are three benefits found of joining Facebook groups, namely their enriched information on content knowledge, knowledge of curriculum and knowledge of educational contexts. In the current time where teachers need to shift into distance learning in the timely fashion, whereas many subjects need to be comprehended quickly.

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Li, Shuang, Zhong Sun, and Liming Luo. "Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC." International Journal of Information and Education Technology 11, no. 4 (2021): 184–88. http://dx.doi.org/10.18178/ijiet.2021.11.4.1509.

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With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

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Cuong, Do Hong, Nguyen Dang Trung, Do Hoang Duong, Ha Thi Ngoc, and Bui Duc Nhan. "Teaching Burnout in Student-Teachers and Professional Teachers: Teaching Burnout Across Teacher Groups, Genders and the Link of Teaching Burnout to Teaching Satisfaction." International Journal of Religion 5, no. 5 (April 23, 2024): 832–41. http://dx.doi.org/10.61707/4ajwy094.

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Although teaching burnout is considered a risk factor for teaching satisfaction, there remains a lack of comprehensive understanding regarding its impact on both student-teachers and professional teachers. The Maslach Burnout Inventory stands out as a widely recognized tool for measuring burnout, yet little is known about its measurement invariance across teacher groups and teachers’ genders. The current study therefore established measurement invariance across teacher groups and genders to reveal possible differences in the experience of teaching burnout across teacher groups and genders. Moreover, the current study investigate whether teaching burnout is a risk factor for teaching satisfaction in the teacher groups. 649 participants took part in the study (12.8% males, Mage = 34.6 (SD = 11.1). Results indicated that the MBI was invariant across teacher groups and genders. Student-teacher groups experienced less exhaustion and less professional efficacy. No gender difference in the experience of different aspects of burnout was found. Finally, exhaustion and cynicism significantly and uniquely negatively predicted teaching satisfaction, whereas professional efficacy significantly and uniquely positively teaching satisfaction. Student-teachers should be equipped with appropriate knowledge and skills to handle burnout in their future teaching career during their teacher training program.

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Zakiah, Linda, Zulela MS, and Edwita Edwita. "Inductive Training Model in Improving Teacher Competence through Teacher Working Groups." Jurnal Ad'ministrare 8, no. 2 (December 20, 2021): 483. http://dx.doi.org/10.26858/ja.v8i2.27544.

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Professionalism is a demand in various professions, including elementary school teachers. The important thing in a profession is a professional attitude and quality of work. This research was conducted with the aim of providing an overview of how the inductive training model develops attitude assessment instruments in improving teacher competence through teacher working groups in accordance with the steps of the inductive training model. The research approach used in this study is a descriptive qualitative approach to obtain information on how the inductive training model improves teacher competence through teacher working groups. In general, there are four data collection techniques used in this study, namely participant observation, in-depth interviews, documentation studies, and combination/triangulation. The steps in implementing the inductive training model are starting with measuring the ability of the trainees; grouping of abilities in the area of the training program; compare participants' abilities with training materials; establish ability and skills gaps; developing training processes; then carry out the training; and carry out research and measurement. The research was conducted by conducting pretest and posttest with the results obtained after carrying out training on developing an attitude assessment instrument, post-test results increased by 97%.

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Bergviken Rensfeldt, Annika, Thomas Hillman, and Neil Selwyn. "Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups." British Educational Research Journal 44, no. 2 (February 27, 2018): 230–50. http://dx.doi.org/10.1002/berj.3325.

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Wilson, Alina, Laura Sokal, and Deb Woloshyn. "(Re)-Defining ‘Teacher’: Preservice Teachers with Disabilities in Canadian Teacher Education Programs." Australasian Journal of Special and Inclusive Education 42, no. 01 (April 18, 2018): 17–29. http://dx.doi.org/10.1017/jsi.2018.2.

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Directors of Student Teaching from the Western Canadian provinces participated in focus groups about the realities and decision-making processes around practicum for preservice teachers with disabilities. Results showed current standards, when applied rigidly, served to reify a static, homogenous, and unrealistic definition of ‘teacher’ that marginalises preservice teachers with disabilities. However, the effort of directors to challenge this notion of ‘teacher’, framed within the constructionist model of disability, gives hope for a more inclusive future teaching force.

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Rowley, Marcia L. "Measuring Teacher Effectiveness with Small Groups." Middle School Journal 24, no. 2 (November 1992): 56–60. http://dx.doi.org/10.1080/00940771.1992.11495171.

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Sutton, Paul S., and Andrew W. Shouse. "Investigating the Role of Social Status in Teacher Collaborative Groups." Journal of Teacher Education 70, no. 4 (January 12, 2018): 347–59. http://dx.doi.org/10.1177/0022487117751125.

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In collaborative groups, teachers negotiate the tension between working as a cohesive group and confronting differences of opinion and practice. Varied status between teachers can complicate their ability to accomplish the goals of collaboration. In this case study, we describe how a group of secondary English teachers redesigned curriculum and explain how status shaped their collaborative practice. We use positioning theory to examine how teachers managed variable status to maintain a collaborative group process. Findings suggest the high-status teacher shaped inclusive collaborative routines that afforded novice teachers the space to initiate discussions focused on problems of practice.

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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (April 2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.

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Leask, Marilyn, Sheila Turner, and Tony Turner. "Recruiting Science Teachers from Ethnic Minority Groups: selection for initial teacher education." Research in Science & Technological Education 14, no. 1 (May 1996): 5–20. http://dx.doi.org/10.1080/0263514960140101.

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Knotek, Steven E., Leslie M. Babinski, and Dwight L. Rogers. "Consultation in New Teacher Groups: School Psychologists Facilitating Collaboration Among New Teachers." California School Psychologist 7, no. 1 (January 2002): 39–50. http://dx.doi.org/10.1007/bf03340888.

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Harris, Scott P., Randall S. Davies, Steven S. Christensen, Joseph Hanks, and Bryan Bowles. "Teacher Attrition: Differences in Stakeholder Perceptions of Teacher Work Conditions." Education Sciences 9, no. 4 (December 15, 2019): 300. http://dx.doi.org/10.3390/educsci9040300.

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The purpose of this study was to identify differences in perceptions between three stakeholder groups—principals, K-12 teachers, and parents—regarding the effect of workplace conditions on teacher attrition. All three groups agreed that workplace conditions are important, but they disagreed about (a) which workplace conditions are most problematic for teachers, (b) the magnitude of these problems, and (c) the degree to which these problems may contribute to teachers leaving. The greatest disagreements occurred in perceptions of (a) teachers’ involvement in decision-making, (b) protection of teacher preparation time, (c) administration’s management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers’ expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions.

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Reichenberg, Jennifer, Hilary Lochte, Corinne Kindzierski, Alayla Ende, Diana Maskell, Crystal Elias, and Julie Henry. "Teacher Residency as a Path to Teacher Diversity." Excelsior: Leadership in Teaching and Learning 15, no. 2 (2023): 173–92. http://dx.doi.org/10.14305/jn.19440413.2023.15.2.04.

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This phenomenological qualitative study examined the experiences of graduate-level teacher candidates enrolled in teacher residency programs and serving as teacher aides or assistants (TAs). Some participants were graduate-level teacher candidates already employed as TAs in a large urban district and enrolled in an Urban Pipeline Residency Program, a state-funded diversity initiative designed to increase the number of teachers from underrepresented groups by supporting TAs to pursue teacher certification. Additional participants were enrolled in the Traditional Residency Program and completed residencies in other local districts. Survey and interview data from TA/teacher candidates, mentors, and instructors showed that TA/teacher candidates in both groups experienced conflicting roles and identities, balanced demands of different classroom settings, lacked access to knowledge and materials, and balanced demands on their time. Informed by role theory, identity work, and culturally responsive pedagogy, this study suggests that programs for TA/teacher candidates may benefit from negotiating these tensions through: 1) support for TA/teacher candidates to develop their identities as teachers to address "role conflict", 2) strong communication protocols to address "role clarity", and 3) increased access to tools and knowledge to address "role enactment".

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Yen, Phuong Hoang, Nguyen Anh Thi, Le Thanh Thao, Pham Trut Thuy, Nguyen Huong Tra, and Huynh Thi Anh Thu. "Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project." International Journal of Learning, Teaching and Educational Research 22, no. 9 (September 30, 2023): 62–84. http://dx.doi.org/10.26803/ijlter.22.9.4.

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This study examines how geographic location affects the satisfaction of English language teachers participating in the innovative Teacher Activity Groups project. The project represents a pioneering example of technology-enhanced, cross-cultural collaboration between a Welsh institution, where English is the native language, and Vietnam, where English is taught as a foreign language. The six-month project was conducted entirely online, using digital platforms such as Zoom and Google Meet for interaction, fostering cooperative learning and problem-solving among 147 K-12 teachers. Employing a theoretical framework that draws upon the adult learning theory, the community of practice theory, and the zone of proximal development theory, this study offers a comprehensive evaluation of the Teacher Activity Groups project, focusing on five key levels of analysis: participants’ reactions, participants’ learning, organisation support and change, participants’ use of new knowledge and skills, and student learning outcomes. The questionnaire’s quantitative findings reveal notable differences in teacher satisfaction across urban, suburban and rural areas. Notably, suburban teachers expressed greater satisfaction in almost all measured categories. This disparity across different geographical areas highlights the importance of considering context-specific factors in the design and implementation of professional development initiatives like the Teacher Activity Groups project. Through its analysis, this study underscores the potential of cross-cultural, online collaborative projects in fostering professional development and suggests areas of focus for enhancing English language teaching and learning in different socio-educational contexts.

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Jardim, Vania Batista Flose, Marcia Aguiar, and Alessandro Jacques Ribeiro. "Professional learning tasks and mathematical knowledge involving the algebraic structure of Groups: an experience in the degree in Mathematics teaching." Revista Internacional de Pesquisa em Educação Matemática 13, no. 4 (September 1, 2023): 1–21. http://dx.doi.org/10.37001/ripem.v13i4.3621.

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Considering the teacher education of prospective teachers, the objective of this article is to understand how professional learning tasks are carried out in classes of a course of Algebra in the teacher education. Using Design-Based Research cycles, documents and video recordings were collected throughout the course of the classes. Data were analyzed in order to interpret how future teachers mobilize School-Related Content Knowledge and how teacher educators generate professional learning opportunities for them. The results indicate the possibility of approaching academic mathematics in specific-content disciplines of the teacher education, focusing on teacher training and the changes that future teachers’ knowledge may undergo during training. It is concluded that the use of resources that explore connections between academic and school mathematics, as was the case with formative tasks, seems to be a way to promote mathematical and didactic discussions in the teaching degree.

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Ostovar-Nameghi, Seyyed Ali, and Mohsen Sheikhahmadi. "From Teacher Isolation to Teacher Collaboration: Theoretical Perspectives and Empirical Findings." English Language Teaching 9, no. 5 (April 18, 2016): 197. http://dx.doi.org/10.5539/elt.v9n5p197.

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<p>This study aims at: (1) reviewing the underlying causes of teacher isolation; (2) unreavelling the negative effects of isolation on teachers’ professional and personal life; (2) illustrating different modes of voluntary collaboration among teachers; (4) presenting substantive evidence is support of collaboration as an efficient mode of professional development, and (5) drawing implications for practice. Since collaboration leads to professional development and academic satisfaction, it is suggested that schools: (1) be structured in ways that maximize collaborative discussion among teachers; (2) create conditions taht are conducive to growth and development for both teachers and learners; (3) reinforce study groups which aim at making teachers reflect on their current beliefs and practices and chane them for the better; (4) move away from the once-popular teacher training courses towards teacher study groups, peer observation of teaching and mentoring, which are conducive to constructing knowledge rather than passively receiving knowledge. The review has many other clear implications for pracatitioners and other stakeholders.</p>

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Nurlelah, Anis Fauzi, Ahmad Qurtubi, and Eneng Muslihah. "The Role of Madrasah Working Groups in Improving the Performance of Private Madrasah Teachers in Serang District." Daengku: Journal of Humanities and Social Sciences Innovation 3, no. 1 (January 1, 2023): 110–24. http://dx.doi.org/10.35877/454ri.daengku1419.

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The madrasah head has the right to mobilize the teachers to participate in the madrasah working group program. On the other hand, teachers must be able to formulate lesson plans, implement learning procedures, and establish interpersonal relationships with students, fellow teachers, education personnel, parents, and stakeholders. Therefore, it is necessary to conduct research on the empowerment of madrasah working groups to encourage improved teacher performance. The approach used in this research is quantitative, which is research that describes each variable. The purpose of using a quantitative approach is to explain the facts. Based on the results of descriptive analysis, it can be seen that there is a tendency for high teacher performance to be followed by a high score of madrasah leadership. This means that there is a tendency for good leadership to support high teacher performance. The conclusions obtained from the results of this study are: First, the better the madrasah principal's leadership, the higher the teacher's performance; on the other hand, poor madrasah leadership has the potential to reduce teacher performance. Second, the higher the work motivation of teachers, the higher the performance of teachers, otherwise teachers with low work motivation tend to have low performance.

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Hughes, Joan E., Shantia P. Kerr, and Ann Ooms. "Content-Focused Technology Inquiry Groups: Cases of Teacher Learning and Technology Integration." Journal of Educational Computing Research 32, no. 4 (June 2005): 367–79. http://dx.doi.org/10.2190/2n87-8aga-bj3d-46q8.

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Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers integrate what they learn into content-specific student learning activities, and how situated features of the learning context influence teacher learning. Longitudinal case studies of participating middle-school teachers reveal individual learning and technology integration accomplishments that were also inextricably linked to the group. The distributed nature of technology learning and integration evidenced in the cases raised the issue of whether teachers need to learn to operate the technology in order to integrate technology for student learning and the issue of sustainability when there is high reliance on participants outside the school organization during learning. The peer-supported learning also raised the wider societal issue about the role of teachers and highlighted the modest existence of professional learning communities in educational institutions. We recommend establishing technology inquiry groups within K-12 school settings and in teacher education courses.

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Ngo, Nga Thi Hang, Thao Tran, Ha Ngo, Voc Thi Phan Thi, Du Trong Nguyen, and Long Thanh Nguyen. "Teacher readiness for teacher leadership competences." Journal of Infrastructure, Policy and Development 8, no. 13 (November 7, 2024): 9784. http://dx.doi.org/10.24294/jipd9784.

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In this time of ambiguity, change, and conflict, integrating teacher leadership into initial teacher education (ITE) programs is crucial. However, complexities exist regarding ITE quality globally and in Vietnam specifically. This study explores the perceptions of different ITE stakeholders in Vietnam towards teacher leadership and factors that impact prospective teachers’ preparedness for teacher leadership based on the Teacher Leadership Model Standards. Using mixed methods, data were collected from surveys with pre-service teachers, in-service teachers, and teacher educators in various universities that offer ITE programs in Vietnam. Statistical analysis was deployed to identify similarities and differences in the perceptions of the three groups of participants, highlighting that while pre-service and in-service teachers share similar viewpoints toward teacher leadership, those of teacher educators are significantly different in some key areas. Furthermore, thematic analysis of qualitative responses from in-service and pre-service teachers was employed to shed light on their beliefs about the importance of teacher leadership and explore how the ITE programs support or hinder pre-service teachers’ preparedness in developing and validating their leadership skills. The findings of this study will have ramifications for the potential to restructure the ITE programs in Vietnam to better prepare the nation’s future leaders for the education system and society as a whole.

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Tawil, Muh. "An Assessment of Science Process Skills in Junior High School Education: Perspectives of Students and Teachers in Indonesia." Jurnal Penelitian & Pengembangan Pendidikan Fisika 10, no. 2 (November 21, 2024): 305–22. http://dx.doi.org/10.21009/1.10209.

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This study aims to assess the understanding of science process skills (SPS) of science students and teachers in Indonesia: how is the picture of SPS understanding of student groups A, B, C, and D and teacher groups A, B, C, and D?; is there a significant difference in the average score of SPS understanding between student groups A, B, C, and D and teacher groups A, B, C, and D. The research method used is descriptive-inferential. Data collection uses SPS diagnostic tests. The research sample consisted of (580) students and (132) science teachers in Indonesia. The sampling technique used purposive sampling. The results of the study found that: the average score of students' SPS understanding was higher than that of teachers, there was no significant difference in the average score of SPS understanding between student groups A, B, C, and D and teacher groups A, B, C, and D; there is no significant difference in the average SPS understanding score between student groups A, B, and C. The descriptive analysis found that the average SPS understanding score of all student groups A, B, C and D was higher than all teacher groups A, B, C, and D. Factors of practical experience or access to SPS materials influenced this result; inferential statistical analysis found that there was no significant difference in the average SPS understanding score between all student groups A, B, C, and D and all teacher groups A, B, C, and D. Students and teachers still need to be trained in SPS with the application of project-based learning models or inquiry-based learning methods that directly involve SPS.

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Yang, Kefeng. "Teacher Groups: Another Approach to Protecting Teacher Rights and Interests from the Perspective of Social Law." Journal of Advanced Research in Education 3, no. 4 (July 2024): 11–16. http://dx.doi.org/10.56397/jare.2024.07.02.

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The dismissal of English teacher Liu Lingli from the Bowen College of Lanzhou Jiaotong University during her cancer period has sparked many thoughts on the rights and interests of teachers in private universities. Private university teachers enjoy a similar legal status as public university teachers in law, but in fact, they are far from it due to differences in legal and ownership systems. To better safeguard the legitimate rights and interests of teachers in private universities, we should start from the perspective of social law and form a social team composed of private and public institutions to maintain the status of teachers.

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Yu, Hongyang, and Veronika Pisarenko. "RETROSPECT AND PROSPECT: THE HISTORY OF CHINESE TEACHER PROFESSIONAL DEVELOPMENT MODEL." World of academia: Culture, Education, no. 9 (November 30, 2023): 65–71. http://dx.doi.org/10.18522/2658-6983-2023-9-65-71.

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The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need to deepen the reform of the teacher professional development model by innovations from the governmental macro-regulation of teacher professional development policies, strengthening the integration concept of teacher professional development model, and integrating the elements of the teacher professional development model, as well as improving teachers’ knowledge, teaching techniques, and reflection on teaching

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Rosenberg, Hananel, and Christa S. C. Asterhan. "“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools." Journal of Information Technology Education: Research 17 (2018): 205–26. http://dx.doi.org/10.28945/4081.

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Anderson, Kenneth Alonzo. "A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement." Journal of Teacher Education 71, no. 2 (June 6, 2019): 247–60. http://dx.doi.org/10.1177/0022487119849564.

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In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided.

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Firestone, Allison R., Rebecca A. Cruz, and Janelle E. Rodl. "Teacher Study Groups: An Integrative Literature Synthesis." Review of Educational Research 90, no. 5 (July 4, 2020): 675–709. http://dx.doi.org/10.3102/0034654320938128.

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Until recently, existing research on teacher professional development (PD) has largely relied on teacher perceptions and self-reports to evaluate effectiveness. Though more current research has used a diverse array of designs and methodologies to examine impact on teacher knowledge, practice, and student learning, uncertainty regarding the effectiveness of various PD models remains, particularly for these nonperceptive variables. There has been a call in the field to apply a consistent conceptual framework in order to identify critical mechanisms underlying effective models and to support improved theorizing about teaching and learning. Thus, we present an integrated literature synthesis of one collaborative model of PD, teacher study groups (TSGs), in an effort to make sense of the relatively rich body of research that has been performed on this model. We identified 32 studies that examined TSGs’ impact on teacher and student outcomes and synthesized this research using Desimone’s five-factor conceptual framework, which is being increasingly applied across the field. Findings suggest that TSGs are an effective PD model and that there are components of the model not accounted for in the five-factor framework that affect teacher outcomes and student learning. We conclude with a discussion of implications, including limitations of the five-factor framework and ideas for further refinement that situate PD in a vast empirical landscape.

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Crespo, Sandra. "Elementary Teacher Talk in Mathematics Study Groups." Educational Studies in Mathematics 63, no. 1 (September 2006): 29–56. http://dx.doi.org/10.1007/s10649-005-9006-0.

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Chung, Tsai-Yuan, and Yi-Ling Chen. "Exchanging social support on online teacher groups: Relation to teacher self-efficacy." Telematics and Informatics 35, no. 5 (August 2018): 1542–52. http://dx.doi.org/10.1016/j.tele.2018.03.022.

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Yoshida, Fumiko, Gary J. Conti, Toyoaki Yamauchi, and Misa Kawanishi. "A Teaching Styles Typology of Practicing Teachers." Journal of Education and Learning 13, no. 1 (December 18, 2023): 1. http://dx.doi.org/10.5539/jel.v13n1p1.

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This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher’s distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis revealed four naturally-occurring groups based on their teaching style, with teachers practicing learner-centered and teacher-centered styles nearly equally. The dual purposes of this study were (1) to measure the differences between these groups to determine if they were unique and (2) to describe any teaching style differences among these groups. Analysis of variance and Scheffé descriptive statistics supported the conclusion that a typology exists for classifying teaching styles as they are practiced in the field by teachers. Discriminant analysis identified the distinctions among the groups. The four distinct groups clearly described in this Teaching Styles Typology of Practicing Teachers are Distinctly Teacher-Centered, Moderately Teacher-Centered, Consistently Learner-Centered, and Decidedly Learner-Centered. This typology of teaching styles can be a valuable tool for teachers to improve their professional practice. It has implications for increased professionalism by facilitating increased self-awareness and assisting in developing an educational philosophy.

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Donnelly, Hayoung Kim, V. Scott H. Solberg, Efe I. Shavers, Kimberly A. S. Howard, Bushra Ismail, and Hector Nieves. "Support and Perceptions of Teachers Working with Students with Special Needs during the COVID-19 Pandemic." Education Sciences 12, no. 8 (August 5, 2022): 531. http://dx.doi.org/10.3390/educsci12080531.

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Teachers serving students with special needs, students from low-income backgrounds, students with disabilities, and students from underrepresented racial/ethnic backgrounds experienced a myriad of challenges due to the COVID-19 pandemic. This study aims to assess whether and to what extent teachers received resources during the pandemic, and to evaluate the impact of this on their perceptions of student academic engagement. Using the American Teacher Panel (ATP) data collected in October 2020, this research found that 41% of teachers working with diverse and marginalized students did not receive any resources tailored specifically for students with special needs. Teacher experiences with resources were clustered into four groups: Most Supported (35%), Least Supported (41%), Moderately Supported A (16%; received support primarily with students with disabilities), and Moderately Supported B (8%; received support primarily with students with racial/ethnic backgrounds). Across the four groups of teachers, teacher groups classified as less supported were more likely to be teaching in more urbanized settings with larger size schools than the other teacher groups. Additionally, they perceived their students as attending less often and being less ready for grade-level coursework than their counterparts. Discussions for school leaders and counselors are outlined to emphasize the importance of teacher support for effective education during the COVID-19 pandemic.

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Nelson, Karen C., and Nancy Prindle. "Gifted Teacher Competencies: Ratings by Rural Principals and Teachers Compared." Journal for the Education of the Gifted 15, no. 4 (July 1992): 357–69. http://dx.doi.org/10.1177/016235329201500405.

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Rural school principals and gifted educators from 40 school districts in a midwestern state were surveyed with an instrument used in a 1981 national study of university trainers and gifted practitioners. Respondents rated 24 gifted-teacher competency items on a scale of 1 (non-essential) to 5 (essential). Group means for all items were compared for significance and used to provide a rank ordering of the competencies. Results showed remarkable congruence between both rural groups (as well as between these groups and the earlier national sample) on the eight “most essential” competencies. Greatest agreement between groups was found on items describing direct instructional competencies. Significant differences between the rural principals and teachers occurred on items involving counseling and advocacy skills.

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Georgakis, Pauline. "Teacher to Teacher: Oh, Good, It's Tuesday!" Mathematics Teaching in the Middle School 5, no. 4 (December 1999): 224–26. http://dx.doi.org/10.5951/mtms.5.4.0224.

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MY SIXTH-GRADE STUDENTS LOOK forward to Tuesday every week. In fact, they cannot wait for Tuesday to come again, because every Tuesday they get together in small groups to solve problems. When they enter the classroom, the students ask for the problems, get in their groups, and begin. Soon the room is filled with the sound of problem solvers at work: “I've got an idea.” “Let's try this.” “How did you get that?” “I'm telling you, this will work.” “What if we …?” “Why did you do that?”

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Lavrinovich, E. V., and A. N. Lavrinovich. "Tactics and Tools for Conflict Management in Educational Adolescent and Adult Groups." Bulletin of Practical Psychology of Education 21, no. 4 (December 20, 2024): 53–61. https://doi.org/10.17759/bppe.2024210405.

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<p>The article is devoted to the description of behavior tactics, communication tools and role of teachers who teach in groups of teenagers and adults, which, according to the authors, allow them to manage emerging conflicts in study groups and successfully resolve them, creating conditions for effective learning. The causes of conflict situations in study groups are described and the need for the teacher to switch the focus of attention and efforts from the educational task to resolving the conflict situation in case of its occurrence is substantiated. Four basic rules and tactics of teachers’ behavior are proposed to reduce the risk of conflicts in study groups and when they arise, four groups of communicative skills are described — contact management, active listening, constructive feedback, verbal techniques to reduce emotional stress, the possession of which allows the teacher to successfully manage the behavior of group members in a conflict situation. It also substantiates the need for the teacher to maintain the role of a manager both during the period of educational activity and in resolving conflict situations in the group.</p>

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Roy, Valérie, Sacha Genest Dufault, and Joanie Châteauvert. "Professional Co-Development Groups: Addressing the Teacher Training Needs of Social Work Teachers." Journal of Teaching in Social Work 34, no. 1 (January 2014): 29–45. http://dx.doi.org/10.1080/08841233.2013.863816.

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Kajander, Ann, and Ralph Mason. "Examining teacher growth in professional learning groups for in‐service teachers of mathematics." Canadian Journal of Science, Mathematics and Technology Education 7, no. 4 (October 2007): 417–38. http://dx.doi.org/10.1080/14926150709556743.

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Hagaman, Jessica L., and Kathryn J. Casey. "Teacher Attrition in Special Education: Perspectives From the Field." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 4 (September 1, 2017): 277–91. http://dx.doi.org/10.1177/0888406417725797.

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In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.

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Rink, Judith E., Karen French, Amelia M. Lee, Melinda A. Solmon, and Susan K. Lynn. "A Comparison of Pedagogical Knowledge Structures of Preservice Students and Teacher Educators in Two Institutions." Journal of Teaching in Physical Education 13, no. 2 (January 1994): 140–62. http://dx.doi.org/10.1123/jtpe.13.2.140.

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Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.

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Husnataria, Husnataria, Nur Ahyani, and Mahasir Mahasir. "The Influence of Communication and Leadership on the Performance of Teacher’s Working Groups." JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) 9, no. 2 (August 19, 2024): 1089–99. http://dx.doi.org/10.31851/jmksp.v9i2.15641.

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This research aims: (1) to determine the effect of communication on the performance of teacher working groups in Cluster 1 Lempuing Jaya District; (2) to determine the influence of leadership on the performance of teacher working groups in Cluster 1 Lempuing Jaya District; (3) to determine the influence of communication and leadership together on the performance of teacher working groups in Cluster 1 Lempuing Jaya District. This research was carried out in the Lempuing Jaya District Teacher Working Group with a total research sample of 71 teachers. Data collection techniques were carried out through observation, documentation studies, and distribution questionnaires. The validity test uses construct validity, while the reliability test uses Cronbach’s Alpha. Linearity Test and Normality Test. The results of this research show that: (1) there is a partially significant influence between communication on the performance of the teacher’s working group; (2) there is a partially significant influence between communication on the performance of the teacher’s working group; (3) there is a significant simultaneous influence between communication and leadership on the performance of the teacher’s working group.

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Kamina, Penina A., and Patricia P. Tinto. "Teacher to Teacher: The Million-Dollar Activity." Mathematics Teaching in the Middle School 9, no. 8 (April 2004): 428–29. http://dx.doi.org/10.5951/mtms.9.8.0428.

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LIU, Xiao. "Reasons for Chinese EFL Teacher’s Role Anxiety in Teacher Identity Formation: A Comparative Analysis of Teacher Metaphors." Arab World English Journal 13, no. 4 (December 15, 2022): 38–52. http://dx.doi.org/10.24093/awej/vol13no4.3.

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Along with the development of information technology and its increasing application in foreign language teaching, English as a foreign language (EFL) teachers encounter new challenges from students and society. In the dynamic process of teacher identity formation, EFL teachers are likely to experience anxiety in role shifts. This article studies the interactions between the internal and external perceptions of Chinese English as a foreign language (EFL) teachers’ role through a comparative analysis of teacher metaphors. Metaphors written by EFL teachers represent pro-internal perceptions, and those extracted from research articles stand for pro-external perceptions. Within China’s socio-cultural context, the study aims to demonstrate the consistency and discrepancy between the internal and external perceptions of the EFL teacher’s role. Two groups of metaphors were first compared based on the conceptual themes and then categorized into four types: Learner-oriented, Social Order, Social Reform, and Cultural Transmission according to the metaphor-categorization framework. The consistency and discrepancy in teacher perception revealed by comparing two groups of teacher metaphors shed light on the possible reasons for Chinese EFL teachers’ role anxiety in identity formation.

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Mustofa, Ali, Moch Sya'roni Hasan, and Nurul Indana. "Pelatihan Kreativitas Guru Tafsir Amaly Di Pondok Pesantren Al-Urwatul Wutsqo Jombang." An Naf'ah: Jurnal Pengabdian Masyarakat 1, no. 1 (April 16, 2023): 42–63. http://dx.doi.org/10.54437/annafah.v1i1.875.

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The purpose of this service is to describe the Creativity Training of Amaly Tafsir Teachers at the Al-Urwatul Wutsqo Islamic Boarding School, Jombang. The implementation method is carried out as an approach to community service at the Al-Urwatul Wutsqo Islamic Boarding School, Jombang. consists of 5 stages, namely: 1. The first stage, approaching the board of teachers and caregivers 2. The second stage, conducting preliminary data collection. 3. The third stage, identify the problem. 4. The fourth stage, analyze each problem. 5. The final stage is determining a temporary solution. The result of this dedication is that the creativity of the teacher's Interpretation of Amaly can be done by means of the teacher having to do a number of things, including: The teacher teaches in the classroom not only to focus on the lecture method, but to use the discussion method, ask questions. answer and others, teachers sometimes accompany the lesson by motivating their students. Interspersing the Tafsir Amaly lesson with the Qur'an Hadith lesson, the teacher forms students into several groups to make games from verses of the Qur'an. The teacher asks the children to make yells or tell humorous stories and sometimes the teacher asks the children to sing simultaneously.

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Allen, David. "The resourceful facilitator: teacher leaders constructing identities as facilitators of teacher peer groups." Teachers and Teaching 22, no. 1 (May 13, 2015): 70–83. http://dx.doi.org/10.1080/13540602.2015.1023029.

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Feng, Tao, Lu Wang, and MengYa Zhou. "The Development and Change of Teachers’ Strategic Knowledge in Teachers’ Online Community of Practice." International Journal of Asian Business and Information Management 4, no. 1 (January 2013): 1–9. http://dx.doi.org/10.4018/jabim.2013010101.

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To obtain the development and change of teachers’ strategic knowledge in teachers’ online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups’ strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers’ professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups’ strategic knowledge.

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Journal articles on the topic 'Teacher groups'

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