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Journal articles on the topic 'Teacher led discussion'
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1
De Volder, Maurice L., Willem S. De Grave, and Wim Gijselaers. "Peer teaching: Academic achievement of teacher-led versus student-led discussion groups." Higher Education 14, no. 6 (December 1985): 643–50. http://dx.doi.org/10.1007/bf00136502.
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Wade, Suzanne E., Janice R. Fauske, and Audrey Thompson. "Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues." American Educational Research Journal 45, no. 2 (June 2008): 398–442. http://dx.doi.org/10.3102/0002831207308224.
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In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural education the peer-led dialogues suggested. Using the tools of discourse analysis to analyze the dialogue, they found some evidence of reflective problem solving. However, few students engaged in critical reflection, which entails examining the sociopolitical consequences of solutions and promoting social change through community action projects. Furthermore, many responses reflected deficit theories, stereotypical thinking, and technical-rational problem solving. Interwoven with the analysis of the students’ discussion is a self-study dialogue reflecting on the instructor’s curriculum and pedagogy. The self-study addresses what the authors have learned about how teacher educators foster critically reflective problem solving regarding issues of language, culture, and race.
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Reynolds, Todd. "Like a conductor: whole-class discussion in English classrooms." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 478–91. http://dx.doi.org/10.1108/etpc-04-2019-0053.
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Purpose After interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions. Design/methodology/approach The author observed six English class sessions with discussion as a technique and transcribed each. To analyze the discussion events (DEs), the author focused on the addressivity of the teachers’ comments, and plotted the DEs on a four-quadrant system of analysis. The quadrants helped to move beyond the value-laden dichotomy between monologic and dialogic discussion, and to better understand what teachers are doing. Findings The majority of class sessions were classified as convergent-active but teachers used a variety of discussions. In particular, teachers were concerned about control, so they used three techniques to keep procedural control as follows: taking over the discussion, creating specific procedures and using the Initiation-Response-Evaluation format in different ways. Originality/value Instead of focusing on a dichotomy this method of analysis opens up the possibility for labeling different kinds of dialogic instruction, like the teacher-as-conductor form of convergent-active discussions. This can help teachers understand that addressivity and purpose matter as they create their discussions but also that various forms of discussion are necessary in the classroom. Incorporating dialogic instruction has been difficult for teachers; this method can help describe what they are doing while not devaluing the kinds of discussion that are taking place.
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Sahrawi Saimima, Saddam, Husein. "ROLE OF THE TEACHER'S DISCUSSION SUBJECTS IN ENHANCING THE COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (May 30, 2019): 104. http://dx.doi.org/10.33477/alt.v4i1.818.
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In education the various problems faced by teachers is still often the case, came successive as the development of the times. Ranging from lack of mastery of the material in the learning process, a lack of understanding on curriculum applied, stuttering in operating technology, often active on social media with things which are not educating which led to the loss of authority as a teacher and others. This paper uses qualitative research methods. Reasons to use qualitative research methods because the author wanted to describe the naturally muswarah on the role of teachers of subjects in improving teacher competence. Conclusion in this paper, the role MGMP in improving teacher competence Education of Islam among them as a forum, a. teacher competency through increased competence of pedagogic, social competence, personality, competencies, competency and professional, b. intellectual capacity building of teachers, c. as a discussion forum to find solutions in the face of
challenges in the process of learning, d. increased sustainable profession forum.
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Hanley-Maxwell, Cheryl, and Marcie Wycoff-Horn. "Adopting the edTPA: Cross-Systems Processes and Decisions in Wisconsin." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 4 (August 31, 2017): 260–68. http://dx.doi.org/10.1177/0888406417729411.
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Adoption of the edTPA as part of new teacher licensing and/or program approval requirements has created heated discussions among teacher educators. Among the discussion topics is the supposition that state-level bureaucrats have been the sole source of the decision to require the edTPA, with little input from the preparation programs. This article describes how a university–state agency workgroup, in response to administrative code requirements, investigated various performance measures, identified and discussed many of the controversies, and then recommended adoption of the Teacher Performance Assessment (TPA/edTPA) to fulfill two assessment roles: (a) candidate licensing and (b) teacher education program evaluation. Also included is a discussion of the factors that led to the associated decisions.
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Pica, Teresa, and Gay N. Washburn. "Negative Evidence in Language Classroom Activities." ITL - International Journal of Applied Linguistics 141-142 (January 1, 2003): 301–44. http://dx.doi.org/10.2143/itl.141.0.2003192.
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This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.
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Tulasiewicz, Witold. "Interdisciplinary Tutor‐led Discussion Groups in the New Pattern of Teacher Education in England." European Journal of Teacher Education 9, no. 2 (January 1986): 133–51. http://dx.doi.org/10.1080/0261976860090204.
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Gustafsson, Christina. "Från studerande i pedagogik till forskningsledare i utbildningsvetenskap." Pedagogisk forskning i Sverige 23, no. 5 (September 21, 2018): 137–57. http://dx.doi.org/10.15626/pfs23.5.08.
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The first part of the article reports a few daily reflections from my last years of work focusing the teacher role, the researcher role, the administrator role and the role of the teacher/researcher in third stream activities. The progress can be summarized quite negatively - less time dedicated to heterogeneous student groups, changing opportunities to achieve analytical and critical skills, increased governance in scientific achievements, reduced collegial "power" and reduced interest to be engaged in third stream activities. The second part of the article is about the relationship between education/pedagogy, didactics/curriculum studies and educational science. Didactics was discussed as part of improving research basis for prospective and active teachers. One conclusion is that more than fifteen years of discussion hardly favored the subject of education, but highlighted the importance of subject didactics. Another conclusion is that neither the introduction of educational science became the solution to research appeals for teachers and teacher education as originally thought. Accordingly, more than thirty years of discussion first about finding the relationship between pedagogy and didactics and then to clarify the relationship to educational science has hardly led to any illumination regarding the boundaries of the subject of education.
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Alt, Katrin Saskia. "philosophising with young children as a language-promoting principle." childhood & philosophy 15 (June 11, 2019): 1–20. http://dx.doi.org/10.12957/childphilo.2019.42556.
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Children develop language and communication skills through interaction with adults and other children. This study therefore focuses on two interdependent issues: the effect of philosophizing with children on children’s language development and the speech acts of teachers and children in philosophical enquiries. As part of a before-after test with the “Hamburger Verfahren zur Analyse des Sprachstandes Fünfjähriger” (Reich & Roth, 2004, Hamburg Procedure for Analysing the Language Level of Five Year-olds), weekly philosophical discussions were undertaken with a test class over a period of six months. The central findings are that the philosophising children developed significantly higher language ability compared with a non-philosophising control class in two areas, namely general performance in discussion and the use of more sophisticated connectors. A further part of the study compared the speech acts of the children and their pre-school teacher in the context of philosophical discussion with their speech acts in a different dialogic situation (dialogic discussion of picture books). This showed that philosophical questions from the pre-school teacher led to the production of particularly complex language by the children. Complex speech acts involve the use of higher-level verb structures and connectors. These are necessary in order to reason and act as a citizen agent and are supported by philosophising with children, as this study shows.
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Hill, K. Dara. "Primary Students’ Book Club Participation." Language and Literacy 14, no. 1 (January 25, 2012): 91. http://dx.doi.org/10.20360/g2f30j.
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This study is an examination of first grade students’ participation in Book Club at a high achieving, high poverty urban primary school in Detroit. In spite of the school’s high performing record, teachers are constrained by having to adhere closely to the pacing guide and the exclusive use of curriculum literature to preserve the school’s high achieving status. Irrelevant curriculum materials surrounding the themes “Keep Trying” and “Being Afraid” led to a teacher and researcher collaboration to use relatable supplemental texts. An examination of peer-led discussion groups demonstrated deep comprehension and students’ ability to mediate personal connections and multiple perspectives.
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Hill, K. Dara. "A second grade teacher's innovations toward multimodal literacies in an urban primary school." Language and Literacy 16, no. 1 (May 23, 2014): 21. http://dx.doi.org/10.20360/g2ws3m.
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This study is an examination of a second grade teacher’s negotiation of multimodal literacies in a high performing urban primary school in Detroit. In spite of the school’s high performing record, teachers were required to adhere closely to paced curriculum and exclusive use of curriculum materials. A teacher and researcher collaboration implemented supplemental texts and negotiated innovations toward multimodal literacies with a theme entitled Fossils. An examination of peer-led discussion groups, peer-led reading logs and the focal teacher’s Interactive Whiteboard innovations demonstrates deeper comprehension and enhanced participation due to linkages across texts and with students’ social worlds.
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Ruchti, Wendy P., Cory A. Bennett, and Michelle Dunstan. "Understanding Quality Work in Mathematics: Supporting Teachers in Leading Professional Development." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 19–28. http://dx.doi.org/10.46767/kfp.2016-0021.
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Teacher leaders are often responsible for providing professional development to improve teacher effectiveness and student learning. Leading professional development for teachers can be highly effective when the focus is on student learning in on-going and relevant contexts. This article describes a school-based, teacher-led collaborative process conceptualized and facilitated by two teacher leaders using a modified protocol for examining students work in mathematics. The focus of the professional development aligned with a school-wide initiative of increasing the quality of students’ mathematical work across a kindergarten through eighth-grade school. This paper shares the structure of the professional development, the nature of the protocol, and how it was implemented followed by a discussion for teacher leaders who are interested in facilitating a similar type of collaborative professional development experience within their own schools. Findings suggest that the use of a well-developed protocol helped focus teachers’ attention to specific attributes expected in quality work and served as a reference point for considering how important structures of learning such as whole-class discourse could be evident in individual students’ quality work.
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Brashears, Kathy. "Appalachian Picturebooks, Read-Alouds, and Teacher-Led Discussion: Combating Stereotypes Associated With the Appalachian Region." Childhood Education 88, no. 1 (January 10, 2012): 30–35. http://dx.doi.org/10.1080/00094056.2012.643714.
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Msimanga, Audrey, and Anthony Lelliott. "Making sense of science: Argumentation for meaning-making in a teacher-led whole class discussion." African Journal of Research in Mathematics, Science and Technology Education 16, no. 2 (January 2012): 192–206. http://dx.doi.org/10.1080/10288457.2012.10740739.
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Oliver, Bernard, Janice M. Bibik, Timothy J. L. Chandler, and Stacey L. Lane. "Teacher Development and Job Incentives: A Psychological View." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 121–31. http://dx.doi.org/10.1123/jtpe.7.2.121.
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Recent efforts to expand the profession of teaching and to enhance the career paths of teachers have led to the development and implementation of various incentive systems. The question of rewards for teaching and teachers has prompted considerable debate and discussion on performance-based or “merit” pay. However, few of the incentive systems implemented have investigated the psychological underpinning of rewards and teachers’ career development. This paper discusses the psychological parameters of extrinsic and intrinsic rewards and the career development of teachers.
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van Oenen, Saskia. "De ethiek van het onderwijzersberoep rond 1900." Pedagogiek 41, no. 1 (January 1, 2021): 51–68. http://dx.doi.org/10.5117/peda2021.1.005.oene.
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Abstract The ethics of the teaching profession around 1900 Around 1900, lively discussions arose on the teaching profession and its ethics, in remarkable simularity to actual discussions on this subject. Was the best education to be seen as moral education, whether and how in combination with the cognitive basics; and on the outcome of that, what kind of teacher qualities were to be required, and how to be developed? Disputes hereon were mixed with the pressing question: must pedagogical quality be defined and prescribed by scientific reasoning, or by teachers themselves on their own terms and insights? This article compares three positions in these discussions, traced in then influential pedagogical journals: Herbart-followers, as defenders of science based teacher quality; their fierce adversaries in the upcoming teacher union, led by Theo Thijssen; and educational reformers striving for nuanced or deliberatly doubting viewpoints on all this. This third position was favoured by Jan Ligthart and other authors in the journal he drifted. Interestingly, all parties declared the teachers personality of the uppermost importance for educational quality. In Thijssens circle however, this personality was depicted as a real male, autonomously leading his classroom without ethical fuss. While around Ligthart, good teachership sprang from the capacity to empathize with pupils – including their unwillingness to be educated – but enriched by self-insight in ones own personal development, with the inevitable conflicts and doubts thereabouts. This perspective, gradually growing in Ligtharts writings, was otherwise mostly expressed by female authors. The article leads to persistently awkward discussion points, including gender questions, regarding the teaching profession.
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Mumhure, Godwin, Loyiso C. Jita, and Godsend T. Chimbi. "SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT." Problems of Education in the 21st Century 78, no. 5 (October 5, 2020): 799–814. http://dx.doi.org/10.33225/pec/20.78.799.
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For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teachers, who were active participants in the panel, were purposively sampled out of 25 teachers who constituted the history subject panel. Data were gathered through semi-structured interviews, document analysis and focus group discussion. Symbolic interactionism was used as the theoretical lens to gain deeper insights into how teachers socialised and shared ideas in the subject panel. Results indicated that the history subject panel was involved in the induction of new history teachers into the profession and the creation of learning communities for history students; practices hitherto undocumented in existing literature on subject panels and teacher networks. Results also showed that the activities of the history subject panel improved teachers’ classroom practice. The implications of this research are that teacher-led subject panels need to be nurtured and supported so that teacher-driven continuous professional development can be enacted across all the subjects offered in the school curriculum. Subject panels can reduce schools’ dependency on external experts for teacher professional development, making teachers the proverbial doctors who can heal themselves. Keywords: history subject panels/clusters, qualitative case study, teacher induction, student learning communities, sustainable innovation, teacher professional development
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Kooloos, Chris, Helma Oolbekkink-Marchand, Rainer Kaenders, and Gert Heckman. "Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development." Journal für Mathematik-Didaktik 41, no. 2 (November 15, 2019): 357–89. http://dx.doi.org/10.1007/s13138-019-00150-2.
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AbstractDeveloping and orchestrating classroom discourse about students’ different solution methods is an essential yet complex task for mathematics teachers. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. Four lessons in analytic geometry were developed iteratively, in collaboration with the teacher. The lessons consisted of students working on a mathematical problem plus classroom discourse concerning students’ different solution methods. Classroom discourse video recordings were collected and analyzed in order to develop a framework to characterize the teacher’s actions, and to describe the change in the teacher’s role in classroom discourse. The results reveal three main changes in the teacher’s role: First, the way the teacher reacted to correct or incorrect solution methods shifted from confirming or setting aside suggestions, toward making the solution methods the subject of discussion; second, the distribution of turns changed such that more students were involved in the discourse and in reacting to each other’s solution methods; third, the teacher’s actions shifted from convergent, teacher-led actions toward divergent, student-led actions. These results show that within four lessons, an important step has been taken toward establishing a discourse community.
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Johnson, Daniel C., and Ann Marie Stanley. "A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course." Journal of Music Teacher Education 30, no. 3 (April 22, 2021): 99–114. http://dx.doi.org/10.1177/10570837211008658.
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Music teachers in urban, suburban, and rural communities face a multitude of challenges and opportunities. To identify and examine specific experiences that may be unique to rural general music teachers, we recruited six teacher-participants to complete a 5-week online professional development (PD) course for this exploratory study. We created a teacher-led approach for this PD, implementing topics and solutions generated by the participants. Using qualitative content analysis, we found two categories of themes in the online discussion posts that either connected or disconnected our participants with other music teachers on their general music context or their geographic setting. Although participants clearly articulated the influences of setting and place-based pedagogy, we found shared issues related to general music that transcended location. Implications for future PD include the importance of online delivery methods and developing PD differentiated by teaching contexts and geographic settings.
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McCaughtry, Nate, and Inez Rovegno. "Development of Pedagogical Content Knowledge: Moving from Blaming Students to Predicting Skillfulness, Recognizing Motor Development, and Understanding Emotion." Journal of Teaching in Physical Education 22, no. 4 (July 2003): 355–68. http://dx.doi.org/10.1123/jtpe.22.4.355.
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This study used developmental theory to examine changes in four preservice physical education teachers’ pedagogical content knowledge during a 20- lesson middle school volleyball unit. Participant observation methodology was used including interviews, field observations, and document analysis. Data were analyzed using constant comparison. Three main shifts in their knowledge were identified. First, the teachers moved from poorly predicting students’ skillfulness and blaming students when those predictions caused problems, to valuing the matching of tasks to students’ skill levels. Second, they understood motor development differently as their inability to recognize skill development caused problems in helping students learn, and they were then mentored by experienced teachers to better see and facilitate learning. Third, the preservice teachers grew to respect and emphasize student emotion in teaching, realizing that overlooking emotion led to problems in teaching. The discussion focuses on common pitfalls in teacher development and the need for attention to emotion in the research on teacher knowledge.
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Kamps, Debra M., Betsy Leonard, Jessica Potucek, and Linda Garrison-Harrell. "Cooperative Learning Groups in Reading: An Integration Strategy for Students with Autism and General Classroom Peers." Behavioral Disorders 21, no. 1 (November 1995): 89–109. http://dx.doi.org/10.1177/019874299502100103.
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A reversal design in two classrooms was used to examine the effects of Cooperative Learning Croups (CLCs) for three students with autism and their general education peers. Pretreatment reading instruction consisted of whole language, teacher-led activities including teacher-student discussion of vocabulary, story concepts, main ideas, and story-mapping with reading aloud by individual students. Intervention conditions consisted of continued teacher-led instruction plus supplemental CLCs including three activities: (a) peer tutoring on vocabulary words, (b) comprehension questions, and (c) academic games. Results demonstrated increased reading gains, academic engagement, and peer interaction during the supplemental CLG conditions. Results also provided documentation of the peer-mediated strategy as a viable instructional arrangement for the integration of students with autism in general education settings.
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Serow, Ann G. "Thoughts on the AP: A Teacher Responds." Political Science Teacher 3, no. 1 (1990): 23–24. http://dx.doi.org/10.1017/s0896082800000969.
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Professors Rosati, Schlozman and Conradt offered some interesting views on the United States Government and Politics advanced placement examination in the Fall issue of The Political Science Teacher. I would like to add a few comments to the discussion. My remarks are based on my experience teaching 144 Kingswood-Oxford AP government seniors over the three years of the test, as well as my contact with other AP teachers. I have led the U.S. Government and Politics workshop at the 1988 and 1989 Northeast Regional Conference on the Social Studies, where I have had a chance to talk with many teachers who are offering AP courses.First, Professor Rosati identifies the inadequate background of some high school AP Government and Politics teachers as a significant problem. While all the teachers I have encountered seem well qualified, I concede that inadequately prepared staff may be a problem. Undoubtedly, the most concerned are the teachers themselves: no teacher enjoys groping his or her way through unfamiliar material for a semester, with the added pressure of awaiting AP results which may reveal clearly the gaps in the course. Professor Schlozman suggests a remedy which I feel should be underscored. Workshops and institutes are helpful, although not all can attend and they are over in a few days or weeks. More useful is an on-going reliable relationship between a high school AP teacher and a college professor who is familiar with the introductory American government course.
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Noell, George H., Jeanne M. Burns, and Kristin A. Gansle. "Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment." Journal of Teacher Education 70, no. 2 (October 2, 2018): 128–38. http://dx.doi.org/10.1177/0022487118800708.
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Systemic efforts to strengthen teacher preparation in Louisiana led to the first statewide value-added assessment (VAA) of teacher preparation programs (TPPs). Subsequently, a number of states have adopted VAA of TPPs. The authors describe challenges that were confronted around the deployment of Louisiana’s VAA of TPPs. The discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a VAA. We describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes. In addition, consideration is given to some unintended consequences of policy choices as well as the continuously changing policy landscape for the assessment of teacher preparation.
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Koponen, Meira. "Teacher’s instruction in the reflection phase of the problem solving process." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (February 28, 2015): 55–68. http://dx.doi.org/10.31129/lumat.v3i1.1051.
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Mathematical problem solving has a key part in developing students’ mathematical thinking. Yet in the Finnish primary school classrooms mathematics lessons are very traditional and have little room for problem solving and mathematical discussions. Although problem solving has been a part of the Finnish curriculum for a few decades, it is the teachers who seem to choose not to include problem solving in the classroom on a regular basis. In this article I take a look at three Finnish fifth grade teachers who took part in a study on problem solving. They each incorporated problem solving in their mathematics lessons approximately once a month, and in this study I focused on one of the problems – an open problem called “The Labyrinth”. In each lesson I chose to focus on the teachers’ instruction in the reflection phase of the problem solving process. When instructing individual students in the reflection phase and during whole-classroom discussions, the teacher has an opportunity to point out the important parts of the problem solving process, help the students make connections and recall key moments of the process. In the reflection phase there is an opportunity to reflect, review and analyze one’s solutions and make generalizations. In the Labyrinth problem the teacher’s own understanding of the solution was an important factor during the instruction and the whole-classroom discussion. If the teacher’s instruction was purely led by the students’ own discoveries and insights, some important points were left unexplored. The teacher can even lead the students to the wrong direction, if he or she hasn’t carefully thought through the solution of the problem beforehand. The problem solving lesson is not just about finding a suitable problem and presenting it to the students, but guiding the students in the process.
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Risminawati, Risminawati, and Nurul Fadhila. "PERSEPSI GURU TERHADAP IMPLEMENTASI PEMBELAJARAN TEMATIK INTEGRATIF KURIKULUM 2013 DI SD MUHAMMADIYAH 24 SURAKARTA." Profesi Pendidikan Dasar 3, no. 1 (December 12, 2016): 52. http://dx.doi.org/10.23917/ppd.v3i1.2604.
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The purpose of this study was to describe the perception of teachers towards the preparation of the implementation of an integrated thematic learning curriculum in 2013 and the perception of teachers towards the implementation of integrated thematic curriculum in 2013 in SD Muhammadiyah Surakarta 24. The research is a qualitative research study design used is phenomenological. The technique of collecting data through observation, interviews and documentation. For the validity of the source data using triangulation and triangulation techniques.It can be concluded that the perception of teachers towards the preparation of the implementation of an integrated thematic learning curriculum in 2013 is to prepare and understand the student book and teacher books before doing the learning. RPP to make some adjustments tailored to the needs of learners. Providing tools and learning media to be used. The media being used does not have any teachers make instructional media, teachers to sort out which material that is considered difficult requiring the use of instructional media, and perceived easy not to use instructional media. Prepare assessment instruments. Perception of teachers on the implementation of thematic learning integrative curriculum in 2013 that the learning has been interesting, learning students are invited active discussion, ask questions so that learning is not only one way, by learning to use the themes in the study, so that the learning can be achieved many learning objectives, learning teacher led to create lesson plans in advance, so that during the learning process the teacher already knows what needs to be done to facilitate the teacher to make a step in teaching.
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Moon, Jongho, and Dongwoo Lee. "Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review." Journal of Health, Sports, and Kinesiology 2, no. 2 (July 30, 2021): 17–21. http://dx.doi.org/10.47544/johsk.2021.2.2.17.
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Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
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Kibble, Jonathan, Penelope A. Hansen, and Loren Nelson. "Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum." Advances in Physiology Education 30, no. 4 (December 2006): 230–36. http://dx.doi.org/10.1152/advan.00038.2006.
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Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the hidden curriculum and their efforts to reveal it to take increased advantage of its educationally beneficial aspects. Faculty members and students observed that the requirement for students to submit SOAP notes before their discussions meant that they were well prepared to participate. Student satisfaction with the protocol was high, with >95% of the students agreeing that discussants were well prepared and that the overall performance of their discussion group was good. A comparison of students' performance on selected exam questions showed that peer leading was equally as effective as a previously used teacher-centered approach. Students agreed that their ability to analyze a clinical case had improved using this protocol, an effect that persisted at least one semester after the end of the course. These approaches were time and cost efficient from a faculty perspective while serving the needs of the students. The use of SOAP notes and peer-led discussion were effective forms of instruction, in which students succeeded in learning medical physiology and in practicing professional behaviors.
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Taşpinar Şener, Zehra, and Yüksel Dede. "Mathematical Modeling From The Eyes Of Preservice Teachers." Revista Latinoamericana de Investigación en Matemática Educativa 24, no. 2 (July 31, 2021): 121–50. http://dx.doi.org/10.12802/relime.21.2421.
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Using preservice teachers’ (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study’s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.
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Yusaini, Yusaini. "KEPEMIMPINAN PEDAGOGIS: MEMBANGUN KARAKTER GURU DAN SISWA MELALUI PEMODELAN PERILAKU POSITIF KEPALA SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 10, no. 1 (February 28, 2020): 38–52. http://dx.doi.org/10.35673/ajmpi.v10i1.866.
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This article aims to explain how a school principal is able to shape the character of teachers and students through the application of pedagogical leadership in schools. Pedagogical leadership is leadership that is able to provide examples of positive behavior to all components in the school, both teachers, education staff and students. The discussion method was taken through a study of the library with various references relating to the formation of the character of the teacher and students, as well as their relationship with the principal's pedagogical leadership. The results of the literature review from various books and journals provide a clarity of the concept that to shape the character of teachers, education staff and students in schools a pedagogical leadership behavior model is needed, namely the principal's leadership that is able to provide role models through positive behavior, such as honesty, good heartedness, accustomed to the truth and mastered in the scientific field they have. The results of the study prove that the formation of teacher and student character is strongly influenced by the ability of principals to implement pedagogical leadership in a school-led environment.
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Brandhofer, Gerhard, and Marlene Miglbauer. "Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 55–69. http://dx.doi.org/10.5121/ije.2020.8406.
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The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies
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Regan-Smith, Martha G. "Teachers' Experiential Learning about Learning." International Journal of Psychiatry in Medicine 28, no. 1 (March 1998): 11–20. http://dx.doi.org/10.2190/a1ck-jy52-bk1g-442y.
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Objective: An experiential model of learning suggests that changing a learner's understanding will lead to the learner choosing to change behavior. A workshop was designed for medical educators to examine their understanding of learning in order to change their behavior as teachers. This article describes that workshop which was presented as part of a conference on successful techniques for education of primary care practitioners. Method: Eighteen medical educators participated in the workshop. The educators were instructed to reflect on a recent personal learning experience. Group discussion led to production of a list of components of effective learning. These learning components were then applied in small groups to three hypothetical tasks related to mental health education. Results: Essential characteristics of three generic features of learning were identified: characteristics of the teacher, learner, and learning experience. When these characteristics were then applied to the hypothetical tasks, a major theme that emerged was a focus on the importance of learner motivation. Conclusions: The essential components of learning and their application demonstrate the importance of adult learning theory in which it is more important for the learner than for the teacher to determine what, when, and how to learn. This is in contrast to traditional medical education in which the teacher decides what to learn and if it has been learned. To improve education for practicing primary care providers, a shift from a teaching paradigm to a learning paradigm is indicated.
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Uehara, Luiz, Chris Button, and Keith Davids. "Sport expertise development and the constraints-led approach." Conexões 17 (March 15, 2019): e019001. http://dx.doi.org/10.20396/conex.v17i0.8649755.
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Objective: This review article delineates some important theoretical concepts that inform sport expertise acquisition studies. In particular, the principles of ecological psychology and dynamical systems theory have united together to form the ecological dynamics, a framework that provides the perfect platform through which to study the role of socio-cultural constraints upon sport expertise. Methodology: The body of information collected for this article was primarily extracted from peer- reviewed articles and academic books. This review article used Brazilian soccer as the case study. Results and discussion: Whilst the sports expertise literature has been guilty of somewhat polarising the influence of either practice or inherited attributes upon motor learning there are nonetheless many useful lessons to be learnt from this review article. For example, sport expertise development takes place over many years and includes numerous formal and informal pathways that athletes can take to excel. Conclusion: The constraints-led approach has been promoted as a framework for understanding how people acquire perceptual-motor skills for sport and physical activities. On a practical level, this approach suggests that the major role of the coach or teacher is to manipulate key constraints in order to facilitate discovery of functional movement behavior.
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Adriana Rodrigues, Silvia, and Andreia Guilhen Pinto. "VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA." COLLOQUIUM HUMANARUM 17, no. 1 (November 2, 2020): 336–49. http://dx.doi.org/10.5747/ch.2020.v17.h487.
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The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.
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Ihde, Thomas W. "Teacher and student roles in multimedia language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 20 (October 8, 2020): 67–85. http://dx.doi.org/10.35903/teanga.v20i.505.
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This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences
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Mukhter, Irtifa, and Richa Chowdhary. "Teaching during Covid-19: Teacher and Students’ Experience." Space and Culture, India 8, no. 2 (September 28, 2020): 25–35. http://dx.doi.org/10.20896/saci.v8i2.1068.
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On March 2020 most of the educational institutes in India stopped face to face contact with students as a result of countrywide lockdown which was imposed due to COVID-19 pandemic. The impact of the lockdown has affected the students and cast a shadow on the entire education system. Restrictions have led many universities and colleges to opt for online learning to curtail the spread of Coronavirus. To overcome lockdown, online education became the primary pathway amidst technological challenges. Teachers had possibly more to do than the students and those teachers who were technologically confronted had their limits tested. The students, on the other hand, had myriad challenges to face. The current study draws on the experiences of teachers and students to the introduction of the online learning method during the pandemic. Qualitative research methods were utilised to answer the research questions. The study recruited students in the age of 18-25 and teachers in the age of 35-60 years through social media platforms. Informed consent was obtained, and thereafter the respondents were interviewed via telephone (NAPSWI, 2015). The study additionally utilised and analysed open discussion content of the National Association of Professional Social Workers in India (NAPSWI) webinars relevant to online teaching and their experiences.
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Shelton, Stephanie Anne, Kelsey H. Guy, and April M. Jones. "“These kids are rebelling”: a student-led transformation of community and critical literacy." English Teaching: Practice & Critique 19, no. 1 (November 25, 2019): 65–78. http://dx.doi.org/10.1108/etpc-05-2019-0072.
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Purpose This paper aims to consider the ways that students are shaped by and shape community and critical literacy, along with the ways that community affords student empowerment in an English class during a US high school summer enrichment program. Design/methodology/approach The qualitative methodological approach is a narrative-based descriptive case study. To provide a detailed and narrative-based discussion, the authors incorporate ethnographic observation narratives and conversational interview excerpts, and analyze the data through inductive coding. Findings Organizing the findings into two sections, “These kids are rebelling”, and “We’re trusting him to teach and do better now”, we first examine the ways that student-led rebellion reshaped the classroom community and then the ways that the teacher's response redefined critical literacy approaches and his interactions with the students. Research limitations/implications As this is a qualitative case study that is set during a summer enrichment program, its implications are not wholly generalizable to secondary English education. However, this research does suggest the importance of student agency in considerations of community and critical literacy. Practical implications This research emphasizes the importance of acknowledging and exploring ways that students' everyday interactions and agency shape educational spaces. Additionally, this research suggests the importance of community and critical literacy to all teachers, no matter their levels of experience or success. Social implications Students have tremendous potential to not only shape and define learning environments, but to transform pedagogy and teacher relationships. This research emphasizes the importance of acknowledging and exploring these implications specifically to transform community and critical literacy in a summer high school English classroom. Originality/value First, this paper examines student community as an agentive and rebellious influence within the everyday constructs of schooling, and the authors assert that critical literacy pedagogies may be student-driven as part of community-based activism. Second, this paper seeks to explore both “community” and “critical literacy” as key concepts in positioning students as influential and empowered stakeholders with capacities to reshape education.
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Subekti, Adaninggar Septi. "Training of Academic Writing for Senior High School English Teachers: Formulating Research Questions." E-Dimas: Jurnal Pengabdian kepada Masyarakat 11, no. 4 (December 28, 2020): 432–39. http://dx.doi.org/10.26877/e-dimas.v11i4.3894.
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This article reports a community service activity conducted to give training to Senior High School English teachers in Bantul Regency, Yogyakarta, Indonesia, on academic writing, especially on formulating research questions of their Classroom Action Research (CAR). The training was a part of series of training conducted by the lecturers of the English Language Education Department of Universitas Kristen Duta Wacana (UKDW) at regular Senior High School Teacher Professional Development Forum (MGMP) meetings. It was conducted to answer the teachers’ needs to conduct educational research for their professional development and career advancement as regulated by the government. The training on formulating research questions in CAR was divided into two sessions. The first session was lecture session in which relevant theories, practical suggestions, and examples regarding research questions were presented to the participants. This session, despite resource-person-led, could be interrupted with immediate questions from the teacher participants, allowing a more dynamic discussion. The second session was workshop session in which the participants practiced formulating research questions based on their respective teaching contexts with a close guidance from the resource person. Based on a reflective evaluation on the training, several conclusions on what had gone well and what needed to be improved are also presented along with several suggestions regarding possible follow-up trainings in the future.
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Rico, Angélica, and Angela Patricia Cárdenas. "Entrepreneurship teacher training in high school in Bogotá (Colombia)." International Journal for Innovation Education and Research 8, no. 10 (October 1, 2020): 441–52. http://dx.doi.org/10.31686/ijier.vol8.iss10.2698.
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Entrepreneurship is an issue that has positioned itself as a key element for decision-making by governments, in their aspiration to generate new alternatives for progress. Its involvement in education has led international organizations to consider it within their action plans. In the case of the Organization for Economic Cooperation and Development, its incorporation is in sight, especially in high school. Law 1014 of 2006 in Colombia supports the entrepreneurship class at schools in the country, intending to motivate processes that increase job opportunities and improve the quality of life of the society. However, according to this law, the responsibility of leading concrete actions in the classrooms falls on the teachers who, despite the lack of training in entrepreneurship at the university degrees, courageously assume this challenge. Considering this situation, it is important to generate a discussion from the teachers' point of view in the framework of a qualitative investigation, through interviews and documentary analysis, configures an inquiry resulting from the approach to their experiences, concerns and needs for a quality teacher training, that assumes entrepreneurship based on the demands of the new millennium. Hence, this reflection article is inclined to present the tasks aimed at the implementation of entrepreneurship in high school, from the experience of the teachers and instructors of the National Learning Service, through an approach to the reality of some schools in the city of Bogota. As a result, it was possible to demonstrate their efforts, learn about their implementation style and uncover this immense field to explore within the lack of training offered by universities and institutions in charge of providing training to teachers and those who are being prepared to become ones.
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Rohlíková, Lucie, Jana Vejvodová, and Ondřej Rohlík. "Case Study." International Journal of Knowledge Society Research 5, no. 3 (July 2014): 35–42. http://dx.doi.org/10.4018/ijksr.2014070104.
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The paper focuses on using ICT in teacher training to instruct them about using ICT in class. Several ESF projects aimed at enhancing teachers' pedagogical ICT competence in the Czech Republic build effective blended learning programmes. The aim of this paper is to share Czech experience from the course How to use a SMART Board in a classroom. Our course is based on pedagogical principles of experiential learning. With this technique, the participants obtain new knowledge and skills through a practical activity. Attention is paid to online communication through discussion forums, which brings many advantages including the participants working on problems with one another. Thus, learners were offered the opportunity not only to reflect on their own work, but also on the work of their peers, which over time led to increased learning. Finally, we introduce the results of the survey from which we obtain data for the course evaluation.
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Eicker, Friedhelm. "Teaching and Studying Technology." Industry and Higher Education 20, no. 6 (December 2006): 421–32. http://dx.doi.org/10.5367/000000006779882959.
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Work and technology are – at least in all industrialized countries – characterized by continuous and fundamental change. This change has to be reflected in the education of technical workers. Engineering pedagogy must identify new demands and ensure that they are addressed in the design of technical education. To this end, engineering teachers in businesses, universities, schools and at other educational facilities discuss and test modified or new technical education concepts. This paper argues for an educational approach in which the focus is on the cooperative development of course content with the learner and the regional relevance of what is taught and learned. Engineering and other technical education and training must be demand-driven rather than supply-led. The paper examines how this can be achieved. The discussion is based on experiences in regional and international projects for the advancement of technical education and teacher training.
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Weichold, Karina, and Rainer K. Silbereisen. "Peers and Teachers as Facilitators of the Life Skills Program IPSY." SUCHT 58, no. 4 (August 2012): 247–58. http://dx.doi.org/10.1024/0939-5911.a000193.
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Aims: This pilot study investigated the feasibility and effectiveness of the Life Skills program IPSY (Information + Psychosocial Competence = Protection) with regard to alcohol and cigarette consumption, expectations of regular use, and resistance skills in early adolescence. Thereby, we were particularly interested in the usefulness of peer educators and teachers as program facilitators in the German school setting. Methods: The design included a longitudinal assessment of a peer-led and teacher-led condition with a control group (pre- and post-assessment with a 2-year follow up; classroom-wise randomization, N = 105, T1 10 yrs. old). Results: Results of a series of ANOVAs with repeated measurement indicated that although IPSY facilitated by older peers was highly accepted by the recipients, it was ineffective regarding expectations to regular smoking, and resistance skills towards the offer of cigarettes, and it revealed negative effects on some of the students’ outcomes (in particular regarding alcohol use). In contrast, the same program facilitated by teachers had positive effects on substance use and resistance skills. Conclusions: The discussion focuses on peers’ characteristics (e. g., experiences in leading a classroom, or own consumption patterns) that might have caused the unexpected findings. This implies that, for target groups in early adolescence, in order to avoid negative outcomes, peer facilitators for universal prevention programs have to be selected and trained with great care.
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Bacquet, Jennifer Ngan. "Implications of Summative and Formative Assessment in Japan – A Review of the Current Literature." International Journal of Education and Literacy Studies 8, no. 2 (May 6, 2020): 28. http://dx.doi.org/10.7575/aiac.ijels.v.8n.2p.28.
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My personal experience as a teacher in Japan has raised questions about the usefulness of both summative and formative assessment, the possible benefits of non-traditional approaches to classroom instruction, and the influence of assessment measures in the success of Japanese students. For instance, the use of collaborative, inquiry, task or project-based learning in Japanese high schools is nearly non-existent because of the structure of government-led educational standards, which mostly focus on preparing students for university entrance examinations. By critically looking at the latest existing literature on the uses and impact of assessment in Japanese education, this paper aims to further contribute to the discussion on the topic by elucidating possible implications for teachers and researchers who are interested in the context of Japan or similar educational settings. This paper also attempts to look at Japan’s current educational practices and how cultural tradition is woven into the integration of teaching philosophy.
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Jule, Allyson. "Speaking Their Sex: A Study of Gender and Linguistic Space in an ESL Classroom." TESL Canada Journal 19, no. 2 (June 26, 2002): 37. http://dx.doi.org/10.18806/tesl.v19i2.928.
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This study is an exploration of the amount of talk (also referred to as "linguistic space," Mahony, 1985) used by girls as opposed to boys in a grade 2 ESL classroom located in the Lower Mainland of British Columbia. The focus was on the amount of language used by the girls in teacher-led classroom lessons. Data were collected through videotaped observations, which were then transcribed, measured by counting words, and analyzed for conversational opportunities. The findings revealed that being a girl may have affected participation in the classroom lessons, and by extension affected language-learning opportunities. The particular lack of linguistic space in the girls' experience suggests that the girls in this classroom may be limited in language use. Their silence appeared partly influenced by the teacher's response to their comments. The article concludes with a discussion of gender as a significant linguistic variable in an ESL experience.
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Brämer, Andreas. "“Making Teachers . . . Who do not Treat Their Profession As an Occasional Business”: Leopold Zunz and the Modernization of the Jewish Teacher Training in Prussia." European Journal of Jewish Studies 7, no. 2 (2013): 151–70. http://dx.doi.org/10.1163/1872471x-12341252.
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Abstract Although Leopold Zunz has spent most of his years in Berlin, he had led an active life. German-Jewish history rightly remembers him first and foremost as the iconic figure of the Wissenschaft des Judentums (the Science of Judaism) whose inspiring charisma has lasted to this day. However, Zunz has also left influential traces in the German and German-Jewish history as a preacher, pedagogue, and political contemporary. This essay ponders a facet of his biography which thus far has rather eluded further attention. When the entire educational system of German Jewry underwent a modernization process of transformation, Zunz had not only given fresh impetus for the momentary education at his Gemeinde-Knabenschule (Berlin’s former Jewish Freischule where Zunz served as principal). In addition, Zunz was among the most significant advocates of a Jewish faculty at schools. He sought their professionalization through raising the general level of qualification. Zunz’s efforts in this are the subject of the following discussion. The focal point will be set on Zunz’s years as principal of the Jewish Lehrerseminarium (Teachers’ Seminary) in Berlin which offered training to young prospective Jewish teachers between 1840 and 1850.1
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Zamir, Judith, Khaled Al-Sayed, Ibrahim Elbadour, and Saleem Abu Jaber. "When Politics Drive Program Innovation." Journal of Education and Development 2, no. 2 (June 18, 2018): 10. http://dx.doi.org/10.20849/jed.v2i2.412.
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This article presents a discussion of the evaluation of an educational intervention introduced by the Ministry ofEducation in response to social and political pressure. The social protest that started in Israel during the summerof 2011 addressed a variety of social issues, lasted through 2016 and led to the Ministry of Education decision toopen a new training programme for teachers. One of the aims of the intervention was to provide an additionaladult in classrooms of more than 32 pupils. To meet this goal, the Ministry required third-year student teachers towork at schools co-teaching with the classroom teacher three days a week. Twenty-five institutions of higherlearning representing 81 cities and communities responded “yes” to the call for a pilot programme. Using mixedmethods, the evaluation of the pilot was attentive to the voices of all participants and revealed the complexity ofthe programme. The conclusions and suggestions of the evaluation were supposed to feed into a policy decision,but unfortunately did not. Through a presentation of the evaluation of the programme and the issues it raised, thearticle contributes a significant example of how political constraints prevent institutions from dealing withevaluation conclusions and unintended outcomes of programs.
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Uttayotha, Somkate, and Andrew Scheef. "Partnerships to promote inclusive education for students with disabilities in Thailand." Journal of Global Education and Research 5, no. 1 (June 2021): 85–95. http://dx.doi.org/10.5038/2577-509x.5.1.1102.
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Inclusive education provides opportunities for students with disabilities to learn alongside peers without disabilities. In some countries, such as Thailand, a dearth of opportunities for inclusive education means that students with disabilities are only offered enrollment in residential schools designed for students with disabilities. As a result, students are forced to leave their home communities to receive a public education. Inclusive education allows students to follow the same path as peers in their community, which benefits all parties. This qualitative pilot study featured interviews with stakeholders to better understand how schools can partner with regional entities to increase opportunities for inclusive education. Analysis of data lead to the emergence of three themes. First, the partnership led to an increase in collaboration, both between the school and outside agencies as well as within the school itself. Second, as many teachers did not receive instruction on developing inclusive classrooms while completing their teacher education programs, the coaching and mentoring delivered through the partnership was critical. Third, in order to ensure that the content of the training was meaningful and relevant, the delivery of services on-site in the school was identified by interviewees as essential. In addition to presentation of these findings, this paper includes a discussion of these findings, including implications for practice and future research.
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Lamb, Penny. "Peer-learning between pre-service teachers: embracing Lesson Study." International Journal for Lesson and Learning Studies 4, no. 4 (October 12, 2015): 343–61. http://dx.doi.org/10.1108/ijlls-03-2015-0012.
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Purpose – The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller’s (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact “phases of concern”. Design/methodology/approach – Participants were secondary physical education PSTs (n=17), completing a university-led postgraduate certificate in education course. Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, were subjected to inductive analysis, with key patterns compared to locate themes. Findings – All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners’ needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners’ needs. Research limitations/implications – Endorsement of Lesson Study by PSTs as a method of engaging in a positive peer-learning climate suggests the workability of this model. Originality/value – Findings contribute to existing literature exploring the effectiveness and impact of Lesson Study within initial teacher education.
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Liubashenko, Olesia, and Olena Popova. "INTERACTIVE LANGUAGE TEACHING THROUGH DISCUSSIAN IN A SECONDARY SCHOOL CLASSROOM." АRS LINGUODIDACTICAE, no. 2 (2018): 4–11. http://dx.doi.org/10.17721/2663-0303.2018.2.01.
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Background: Discussion is extensively used in native and foreign language classrooms at school and is viewed as language an instrument for enhancing capacity of students in different communication situations. Noteworthy is the fact that researches employ a range of different terms to refer to the concept synonymously: polemics, debate, public polylogues etc. Moreover, there is a lack of common understanding regarding characteristics of discussion as a method of interactive learning as well as its types in the context of different national educational systems. Purpose: The purpose of the article is to revisit the meaning of the concept «educational discussion» based on the analysis of definitions offered by psychological, didactic and linguistic researches. The objective of the study is to characterize discussion as an interactive teaching method and to determine those content components of teaching Ukrainian and Spanish in high school which are appropriate for applying the method of discussion. Results: Our theoretical speculations have led us to the conclusion that an educational discussion method in language pedagogy should be viewed as a special method aimed at building communicative and strategic competence of the student. Empirical researches carried out by the authors based on questionnaires, observations and interviews enable us to suggest that the method of discussion in teaching Ukrainian and Spanish has to be used in different stages of secondary education. The results of the survey of teachers-practitioners have shown that discussion appears effective for learning any aspect of the language (vocabulary, stylistics, grammar). The course of the discussion (debate, polemics) provides the information for monitoring the progress in students’ speaking skills. The advantages of the discussion method lie in the awareness of the role of dialogue in communication and necessary enriching the vocabulary. It is through educational discussion that the students practice new grammatical constructions in live communication with interlocutors and correct their own and others’ mistakes. Therefore, discussion has significant advantages for the development of communicative competence of the student at all stages of secondary education. Comparing the views of leading experts in Ukraine and Europe made it possible to present the main characteristics of the discussion as a method of interactive language learning: individual and collective development of learners’ personality, cooperative interaction of interlocutors, organizational function in the educational process; variety of forms of classroom work. Discussion: Interactive language learning and collaborative interaction of communication partners provide intensive language learning for students. By analyzing, criticizing, approving of the statements of the participants in the discussion, students develop communicative and strategic competence. At the same time, the use of the method of discussion is extremely effort-taking for the teacher, since requires unconventional techniques and creativity.
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Ward, Peter Joseph. "Reflective use of video recording in class." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 2, 2019): 20. http://dx.doi.org/10.24135/pjtel.v2i1.40.
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Reflective video-recording in language-learning classes is engaging, effective and fun. Practices and techniques are highly transferable to other subject areas. In developing speaking competence and confidence, language teachers are constantly assessing and balancing the need to address either accuracy and/or fluency.
Video-recording in a supportive, sensitive environment with learners and teachers who know each other well can capture spoken language and visual communication and allow it to be worked on, like words on paper, as a text for analysis, discussion and feedback in a variety of ways, both top-down and bottom-up. Accuracy can be addressed without affecting fluency as the sample of speech is recorded, not live.
The use of video-recording and play-back lends itself particularly well to a wide range of language-learning approaches and methodologies, including Community Language Learning (CLL), Dogme ELT, task-based learning (TBL) and others, under the umbrella of a communicative approach.
Classes using video-recording are spontaneous and adaptive, very learner-centred and allow for responsive and sensitive adjustment to students’ needs, strengths and areas for improvement as well as cultural and linguistic considerations.
This case study will include edited video extracts of a video of a mock speaking test being analysed by a class of learners who are all engaged in practising for this this style of test. They share feedback in a supportive, affirming atmosphere. There is a high level of engagement and interaction.
The video of this class, in turn, is shown to a group of teachers, who use it as a text to workshop ideas for delivering feedback and generating learner-led discussion for meaningful alternative authentic self-assessment. The teachers also discuss the use of technology-enhanced learning in regard to this use of video.
Another layer of video shows a professional development session with a wider body of teachers leading into discussion on using video in professional development of teachers and teacher-trainers.
This case-study session will involve explanation of the methodology and pragmatics of this simple way of using video, recorded with students’ and teachers’ phones in class to enhance reflective learning with a range of clips of the various layers.
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Goh, Tan Leng, and Kristin Scrabis-Fletcher. "Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 21–29. http://dx.doi.org/10.1123/jtpe.2019-0004.
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Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.