scholarly journals Adaptive teaching for GCSE and A level classical literature

2022 ◽  
pp. 1-3
Author(s):  
Becky Coe ◽  
Hunt Steven
Keyword(s):  
Learning Styles ◽  
Early Career ◽  
Classical Literature ◽  
Special Educational Needs ◽  
Early Career Teachers ◽  
Barriers To Learning ◽  
Student Grouping ◽  
Adaptive Teaching ◽  
Different Levels ◽  
Core Framework

Abstract The new ITT Common Core Framework (CCF) for teachers expects trainee and early-career teachers to adapt their teaching to support all students in class (Department for Education, 2021). What used to be called ‘differentiation’ is now referred to as ‘adaptive teaching’ and full details of what it consists of, as far as the Department for Education in England is concerned, can be found on pages 19–20 of the CCF document. Much of the advice of that document is about supporting students with special educational needs and disabilities, about teachers’ need to recognise that different students have different levels of prior attainment and may have barriers to learning, and how different types of student grouping may affect learning in different ways. It dismisses as a ‘common misconception’ that students have different learning styles and warns against teachers creating ‘distinct tasks for different groups of pupils’ or ‘setting lower expectations for particular pupils’.

scholarly journals Cluster Analysis for Student Grouping Based on Index of Learning Styles

2021 ◽  
Vol 1808 (1) ◽  
pp. 012023
Author(s):  
Allan Auri Putra Pamungkas ◽  
Dwi Maryono ◽  
Cucuk Wawan Budiyanto
Keyword(s):  
Cluster Analysis ◽  
Learning Styles ◽  
Student Grouping ◽  
Index Of Learning Styles

Don't Quit Now!: Crisis, Reflection, Growth, and Renewal for Early Career Teachers

2012 ◽  
Vol 48 (3) ◽  
pp. 123-128 ◽  
Author(s):  
Maria Stallions ◽  
Leslie Murrill ◽  
Lisa Earp
Keyword(s):  
Early Career ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals ‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

2017 ◽  
Vol 61 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Jo Lampert ◽  
Bruce Burnett ◽  
Barbara Comber ◽  
Angela Ferguson ◽  
Naomi Barnes
Keyword(s):  
Critical Incidents ◽  
Early Career ◽  
High Poverty ◽  
High Poverty Schools ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals More than a mentor

2016 ◽  
Vol 1 (3) ◽  
pp. 198-218 ◽  
Author(s):  
Charlotte Struyve ◽  
Alan Daly ◽  
Machteld Vandecandelaere ◽  
Chloé Meredith ◽  
Karin Hannes ◽  
...  
Keyword(s):  
Social Capital ◽  
Social Connectedness ◽  
Job Attitudes ◽  
Intention To Leave ◽  
Early Career ◽  
Experienced Teachers ◽  
Unique Contribution ◽  
Early Career Teachers ◽  
Content Type ◽  
Career Teachers

Purpose – The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession. Design/methodology/approach – Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings – Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers’ intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value – This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers’ social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

scholarly journals Conhecimentos de Professores de Matemática em Início de Carreira Sobre o Campo Aditivo

2020 ◽  
Vol 13 (1) ◽  
pp. 53-63
Author(s):  
Rafael Neves Almeida ◽  
Ruy Cesar Pietropaolo
Keyword(s):  
Data Collection ◽  
Knowledge Base ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Early Career ◽  
Early Career Teachers ◽  
Knowledge For Teaching ◽  
Problem Situations ◽  
Scholarship Recipients ◽  
Career Teachers

Este trabalho apresenta um estudo realizado com cinco professores de Matemática, em início de carreira, ex-bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), cujo objetivo foi evidenciar os Conhecimentos Didáticos e Curriculares dos participantes sobre o ensino de problemas do campo aditivo, conforme indicado pelos parâmetros curriculares nacionais. A coleta de dados se deu por meio de entrevistas e protocolos respondidos pelos professores. Como referenciais teóricos, no tocante ao início de carreira, foram utilizados os trabalhos de Huberman e Garcia. Em relação aos conhecimentos de professores necessários à docência optou-se por Ball, Thames e Phelps. A análise dos dados nos permitiu verificar que os professores no processo de ensino do campo aditivo dão bastante ênfase à ideia de combinar dois estados para obter um terceiro, não destacando outros importantes significados. Portanto, faz-se necessário uma ampliação na base de conhecimentos desses docentes para o ensino das operações.   Palavras-chave: Professores em Início de Carreira. Conhecimentos Matemáticos para o Ensino. Campo Aditivo. PIBID.   Abstract In this work, we will present a study carried out with five early-career teachers, former scholarship recipients of the Programa Institucional de Bolsa de Iniciação a Docência (Pibid), whose objective was to highlight the participants' Didactic and Curricular Knowledge about the notion of addition. The data collection was done through interviews and protocols answered by the teachers. As theoretical references, regarding the beginning of the career, the works of Huberman (1995) and Garcia (1999) were used. Regarding the teachers' knowledge required for teaching, Ball, Thames and Phelps (2008) were chosen. The analysis of the data allowed us to verify that the teachers' knowledge about addition operation is restricted to the meaning of joining and that the idea most used to work with this theme in the classroom involves problem situations with money. Therefore, it is necessary to increase the knowledge base of these teachers.   Keywords: Teacher Early-Career Teachers. Mathematical Knowledge for Teaching (MKT).  

scholarly journals DESIGNING PISA-LIKE MATHEMATICS TASK USING A COVID-19 CONTEXT (PISACOMAT)

2021 ◽  
Vol 12 (2) ◽  
pp. 349-364
Author(s):  
Duano Sapta Nusantara ◽  
Zulkardi Zulkardi ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Formative Evaluation ◽  
Design Research ◽  
School Curriculum ◽  
Competency Assessment ◽  
Learning Platform ◽  
Mathematics Skills ◽  
Mathematics Literacy ◽  
Teachers And Students ◽  
Different Levels ◽  
Core Framework

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.

Early career teachers’ emotion and emerging teacher identities

2016 ◽  
pp. 1-16 ◽  
Author(s):  
Sharon L. Nichols ◽  
Paul A. Schutz ◽  
Kelly Rodgers ◽  
Kimberly Bilica
Keyword(s):  
Early Career ◽  
Early Career Teachers ◽  
Teacher Identities ◽  
Career Teachers
Sign in / Sign up

Export Citation Format

Share Document