scholarly journals Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development

2019 ◽  
Vol 41 (2) ◽  
pp. 357-389
Author(s):  
Chris Kooloos ◽  
Helma Oolbekkink-Marchand ◽  
Rainer Kaenders ◽  
Gert Heckman
Keyword(s):  
Classroom Discourse ◽  
Teaching Practice ◽  
Mathematical Problem ◽  
Video Recordings ◽  
Teacher’S Role ◽  
Solution Methods ◽  
Incorrect Solution ◽  
The Subject ◽  
Teacher's Role

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.

scholarly journals THE TEACHER’S ROLE IN OVERCOMING THE STUDENT’S DIFFICULTIES IN LEARNING READING (DYSLEXIA)

2016 ◽  
Vol 3 (3-1) ◽  
Author(s):  
Arief Hidayat Afendi ◽  
Widia Nur Jannah ◽  
Dila Charisma
Keyword(s):  
Sampling Technique ◽  
Reflective Learning ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Teacher’S Role ◽  
Time Out ◽  
Grade Teacher ◽  
The Subject ◽  
Teacher's Role

The goal of this study is to see how the teacher’s role in overcoming the fifth grade students’ difficulties in learning and reading at the SDN Jatiseeng Kidul Cirebon by applying reflective learning-based prophetic teaching. Reflective learning-based prophetic teaching is a teachers’ activity in facilitating the students using questions in order to help their students to reflect their learning in the form of good questions based on the way of learning to imitate the prophet procedures in teaching. The method of this study is case study with internal purposive sampling technique. The place of this study is SDN 2 Jatiseeng Kidul, Cirebon. The subject of this study is the fifth grade teacher and the objects are four students of the fifth grade students of SDN 2 Jatiseeng Kidul which get difficulties in learning reading (dyslexia). The collecting data procedures used in this study are observation, interview and documentation. The result of this study proves that the teacher’s role is very necessary and very helpful to motivate students wh o have difficulty in learning reading (dyslexia). Since the teachers apply reflective learning-based of prophetic teaching using story telling and discussion method, questioning or dialogue, seen the students motivated to participate in learning, thereby reducing the students’ difficulties in learning reading (dyslexia), moreover it can grow the character of respect each other, perseverance and cooperation. In addition, the teachers provide additional learning time out of the school with repeating the exercise in accordance with their reading difficulties.Keywords: The teachers’ role, dyslexia, reflective learning-based, prophetic teaching

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches

2019 ◽  
Vol 7 (2) ◽  
pp. 233-260
Author(s):  
Caroline Ho ◽  
June Kwai Yeok Wong ◽  
Natasha Anne Rappa
Keyword(s):  
Qualitative Analysis ◽  
Classroom Discourse ◽  
Meaning Making ◽  
Classroom Talk ◽  
Specific Interest ◽  
Multimodal Literacy ◽  
Classroom Discussions ◽  
Content Learning ◽  
Teacher’S Role ◽  
Teacher's Role

Abstract This article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse (Lemke, 1990) with the use of talk moves (Chapin, O’Connor, & Anderson, 2013), drawing on concept sketches (Johnson & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher’s role in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical implications are discussed.

scholarly journals Realism in Education Perspective

2020 ◽  
Vol 5 (1) ◽  
pp. 43-52
Author(s):  
Ermawati ZNuroh
Keyword(s):  
Teaching Materials ◽  
Natural Laws ◽  
Epistemological Perspective ◽  
Teacher’S Role ◽  
The Subject ◽  
Teacher's Role ◽  
The Senses ◽  
Basic Ideas

The sense of realism is that the object of the senses is real and alone without relying on other knowledge or mindfulness. In the epistemological perspective, the flow of realism is to declare that the understanding of the subject is determined or influenced by the object. Realism tends to perceive, reason as one of the few objects being entirely called nature and also the emphasis that the outside world stands alone and does not depend on the subject. The flow of realism states that one's knowledge is gained through sensation and abstraction. In regard to value, the view of realism states that values are absolute, timeless, but still follows applicable natural laws. Education is actually meant to be a study or study of scholarly discipline through which we get definitions and classifications. Demonstration in the laboratory is also plural as a method of learning that is considered very effective in transferring knowledge to students. The teacher's role is as a facilitator, giving a set of basic ideas, and then giving students the opportunity to practice the subject or teaching materials that are being performed.

scholarly journals IMPLEMENTATION OF COMPETENCE APPROACH IN PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS-IN-TRAINING

2021 ◽  
Vol 32 (1) ◽  
pp. 156-179
Author(s):  
Tetiana Kharchenko ◽  
Larysa Udovichenko ◽  
Maryna Zvereva
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Teaching Practice ◽  
Language Teachers ◽  
Experienced Teachers ◽  
Foreign Language Teachers ◽  
Specific Knowledge ◽  
Video Recordings ◽  
Interdisciplinary Knowledge ◽  
The Subject

The paper proves that applying reflexive practices in the training process at the specialized seminar on the analysis of practices is a significant component of the competence approach implementation. It was found out that training students to analyze complicated in-class situations under the supervision of an experienced trainer who observes, sets the paths, supports and assists them in interpreting their own methods of teaching and professional behavior, is an efficient technique of training. Studying the case of the module course called Analysis of Teacher’s Practices, introduced at the Higher National Institute of Education, Nice Academy, France (INSPE) proved that the active participation in the practices analysis seminar helps teachers-to-be develop new specific skills and competences based on their own experience. The paper highlights the principles of the organization of the seminars of practice analysis: the principles of ethics; of sincere interpretation; of contrast. It was stated that themes of seminars should be chosen in accordance with the students’ pedagogical probations. The authors formulate the targets of the seminars on the analysis of practices: making the knowledge of the subjects (including foreign languages) they teach more profound; further integration of interdisciplinary knowledge; mastering and developing narrow and specific knowledge in the subject they teach, as well as transversal knowledge of how help children study efficiently; developing reflexive state of a competent teacher. The paper proved that all the methods of the analysis of practices are based on different activities of the teacher-to-be themselves: memories and comparison of different lesson parts of whole lessons; the analysis of the teaching practices with the help of the supervisor; the analysis of “strengths” of the teaching practice; comparison of practical targets and results; the analysis of video recordings of lessons; the analysis of experienced teachers’ work; modelling and simulation of in-class situations. The perspectives of further research are a detailed study of the content of the course modules and phases of carrying out seminars.

scholarly journals Kohti yhteiskehittelyä

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Henna Lahti ◽  
Sini Davies
Keyword(s):  
Discovery Learning ◽  
Manufacturing Processes ◽  
Apparel Design ◽  
Design Problems ◽  
Smart Clothing ◽  
Video Recordings ◽  
Teacher’S Role ◽  
Design And Manufacturing ◽  
Teacher's Role ◽  
Level Analysis

Artikkelissa tarkastellaan peruskoulussa toteutettua keksintöprojektia, jonka aikana oppilasryhmä suunnitteli ja toteutti älyvaatteen. Tutkimus on osa laajempaa tutkimushanketta, jossa koulua kehitetään keksivänä ja innovatiivisena yhteisönä. Tässä tutkimuksessa selvitetään, miten oppilasryhmän älyvaatteen suunnittelu- ja valmistusprosessi eteni ja mikä rooli opettajilla oli prosessin aikana. Tutkimusaineisto sisältää yhdeksän opetuskerran videoinnit. Videoaineistoon tehdyn makroanalyysin perusteella kartoitettiin kaikki ne opetustilanteet, joissa ilmeni vuorovaikutusta opettajan ja oppilaiden välillä. Teoriaohjaavaan analyysiin pohjautuen erotellaan ja tulkitaan vuoro-vaikutuksen erilaisia muotoja. Tutkimustuloksissa korostuu opettajan rooli sekä vaatteen yhteiskehittelyssä että oppilaiden toiminnan ohjaamisessa. Yhteiskehittelyn toteutuminen edellyttää riittäviä aika- ja taitoresursseja sekä motivaatiota ratkaista haastavia suunnitteluongelmia.   Towards co-creation: Observations of the teacher's role in the smart clothing project Abstract In this article we examined an invention project in a comprehensive school where a group of pupils designed and manufactured a set of smart clothing. The study is a part of a wider research project in which the school is being developed as an inventive and innovative community. In this study we analysed how the design and manufacturing processes of the smart clothing proceeded and what roles the teachers had during the process. The research data comprised video recordings of nine project sessions. All the teaching episodes containing interactions between the teacher and the pupils were surveyed as part of the macro level analysis. Based on the theory-driven analysis, the different forms of the interaction were identified and interpreted. In the results, the nature of the teacher's role emerged in both the co-creation of the smart clothing and in directing the pupils' actions. Successful co-creation requires enough time, skill, and motivation to solve challenging design problems.  Keywords: discovery learning, e-textiles, apparel design, smart clothing

Teacher’s Role in Fostering Preschoolers’ Computational Thinking: An Exploratory Case Study

2020 ◽  
Vol 32 (1) ◽  
pp. 26-48
Author(s):  
X. Christine Wang ◽  
Youngae Choi ◽  
Keely Benson ◽  
Corinne Eggleston ◽  
Deborah Weber
Keyword(s):  
Computational Thinking ◽  
Exploratory Case Study ◽  
Teacher’S Role ◽  
Teacher's Role
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