Towards a further analysis of teacher talk

1991 ◽  
Vol 14 (2) ◽  
pp. 30-72 ◽  
Author(s):  
Kristina Love
Keyword(s):  
Professional Development ◽  
Diagnostic Tool ◽  
Classroom Discourse ◽  
Teacher Talk ◽  
Classroom Talk ◽  
Theoretical Frameworks ◽  
First Approximation ◽  
Further Development ◽  
Current Systems ◽  
Potential Tool

Abstract Current systems for analyzing classroom talk require some refinement in order that they may be applied for professional development purposes. Sinclair and Coulthard’s (1975) system is particularly useful as a potential tool for diagnostic purposes, but requires further development at the level of ‘act’ both in order to clarify theoretical frameworks and to provide manageability in terms of its application. This study will present a first approximation towards the development of a more refined system of classifying classroom discourse. In its focus on teacher talk, it will provide a preliminary taxonomy of types of teacher acts. This taxonomy, it is hoped, will both inform existing theory and provide a diagnostic tool in the training of teachers.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

Stability of the Professional Development Assessment

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1373-1374
Author(s):  
Jack Kasar
Keyword(s):  
Professional Development ◽  
Occupational Therapy ◽  
Professional Behaviors ◽  
The Stability ◽  
Development Assessment ◽  
Further Development

The Professional Development Assessment was constructed and pilot-tested with 76 students in three occupational therapy programs. A comparison of pretest and posttest scores yielded a significant correlation of .48, supporting the stability of responding over 1 to 2 years and suggesting usefulness of further development for evaluation of professional behaviors in students.

scholarly journals Teacher Education, Teacher Preparation and Professional Development of Secondary Schoolteachers in Light of Recent Global Trends

2019 ◽  
Vol 7 (11) ◽  
pp. 91
Author(s):  
Banaga Taha El-Zubair ◽  
El-Rusheed Habob Mohammed ◽  
Huda Salem Alkubaisi
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Arab World ◽  
Relevant Literature ◽  
Scholarly Work ◽  
Preparation Programs ◽  
Global Trends ◽  
Financial Costs ◽  
Comprehensive Picture ◽  
Further Development

The purpose of this study is to present a brief overview of the nature of teacher education and preparation programs, and the professional development of secondary schoolteachers in the Arab world, and to offer insights into recent global trends in the matter.By examining some of the relevant literature and scholarly work, this study’s main objective is to provide a comprehensive picture of the teacher-program-related policies offered by education colleges/institutions in the region in the light of global trends. To achieve this, the researchers surveyed most of the existing related studies conducted in the region. This was pursued through analysis of evidence, methodologies, underlying ideologies, and indicators of examined literature. Similarly, an analysis of publications relating to recent global trends was undertaken.Results suggest that a comprehensive “five-year” teacher programs is ideal to be integrated into higher education in the Arab world due to its feasibility, affordability as well as lower financial costs. It was found that that the components of existing teacher programs must be subject to evaluation and review for further development. However, the results indicate not only that the strategy of candidate admission and enrollment in colleges are not based on appropriate criteria, but also that a clear policy for teaching licensure is ignored.The study emphasizes the need to establish fully equipped teacher training centers. To attain this, we strongly suggest selecting or creating well-equipped and administratively affiliated schools to the colleges to provide an experimental environment for candidates to practice what they have learned. Achieving a balance between different course packages should be considered.

scholarly journals All Together Now: Using Conversational Analysis and Muted Group Theory to Understand Gendered Classroom Discourse in a Cameroonian Primary Classroom

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Allyson Jule
Keyword(s):  
Group Theory ◽  
Classroom Discourse ◽  
Classroom Talk ◽  
Learning Situation ◽  
Conversational Analysis ◽  
North West ◽  
Gendered Space ◽  
Muted Group ◽  
Muted Group Theory ◽  
The City

Using Conversational Analysis (Jefferson, 2004) and Ardener’s (2005) Muted Group Theory, this paper explores classroom data from an African classroom through the sociolinguistic lens of ‘gendered linguistic space’. Emphasis here is on one small village primary school in the rural area surrounding the city of Bamenda, North West, Cameroon and the embodiment of learning displayed by both boys and girls in this learning situation. Reflecting on an African classroom opens up necessary possibilities of understanding what occurs in classroom lessons around the world and ever-new ways of understanding how classroom talk impacts the learning environment in various cultural contexts. In particular, the use of choral responses heavily used in African education challenges current pedagogical ideas concerning classroom talk by offering a less gendered space to engage with learning.

scholarly journals A new variety of medical case reporting as a tool in ESP teaching as well as in medical training and professional development

1970 ◽  
Vol 44 (1) ◽  
pp. 183-194
Author(s):  
Magda Żelazowska-Sobczyk ◽  
Magdalena Zabielska
Keyword(s):  
Professional Development ◽  
Case Report ◽  
English Language ◽  
Medical Training ◽  
Case Reports ◽  
New Variety ◽  
Medical Case ◽  
Language Courses ◽  
Medical Case Report ◽  
Potential Tool

In this paper, a new generic development in the medical case report will be presented as a potential tool in a variety of medical contexts. A case report describes new diseases or their novel aspects, and its new interactive type additionally allows readers to comment on published cases and features patients’ first person narratives. This development may be a useful tool in medical English language courses, in medical training as well as in professional development. This way the paper systematises the knowledge on the application of medical case reports in general and re-evaluates their potential in strictly medical contexts

scholarly journals Teachers' Attitude Toward Mathematics Classroom Discourse In Secondary Schools In Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Mwelese Jackson ◽  
Dr. Catherine Aurah ◽  
Dr. Martin Wanjala
Keyword(s):  
Secondary Schools ◽  
Classroom Discourse ◽  
Mathematics Classroom ◽  
Simple Random Sampling ◽  
Educational Interventions ◽  
Mixed Method Research ◽  
Theoretical Frameworks ◽  
Sample Data ◽  
The Face ◽  
Control Set

This study was designed to investigate the teachers’ attitude towards classroom discourse and how their attitude is associated with their classroom instructional practices. Their attitude was characterized by their conceptions about the nature of mathematics and their views about classroom discourse in the face of current reforms in mathematics. Mixed method research design was adopted.  The study was based on theoretical frameworks of Vygotsky (1978) and Bruner (1986). The study was conducted in secondary schools in Vihiga County, Kenya. Proportionate stratified and simple random sampling techniques were used to select the sample. Data was collected using questionnaires, interview schedule and classroom observation checklist. Both descriptive and inferential statistics were used to analyze the data. The results of this study show that teachers in the control set ups tend to hold strong conceptions about mathematics that are consistent with the instrumental view. Their conceptions were not in line with the recommended reform approaches and have both desirable and undesirable consequences in the way teachers teach in the classroom.  In view of the findings, it was recommended that in-order to gradually challenge the teachers’ negative conceptions about mathematical classroom discourse, adequate educational interventions should be planned and implemented in teacher education programmes to support the teachers in concretizing these conceptions.

Online Professional Development for Adults

2013 ◽  
pp. 171-193 ◽  
Author(s):  
J. Bernard Bradley ◽  
John Rachal ◽  
Lin Harper
Keyword(s):  
Professional Development ◽  
Empirical Studies ◽  
The Body ◽  
Online Professional Development ◽  
Development Programs ◽  
Educational Programming ◽  
Theoretical Frameworks ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Definition Of

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

scholarly journals The care and keeping of clinicians in quality improvement

2020 ◽  
Vol 32 (7) ◽  
pp. 480-485
Author(s):  
Ulfat Shaikh ◽  
Peter Lachman ◽  
Andrew J Padovani ◽  
SiobhÁn E McCarthy
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Organizational Support ◽  
Self Efficacy ◽  
Business Case ◽  
Theoretical Frameworks ◽  
Training Time ◽  
Implementation Challenges ◽  
Personal Strengths ◽  
Quality In Healthcare

Abstract Objective Although frontline clinicians are crucial in implementing and spreading innovations, their engagement in quality improvement remains suboptimal. Our goal was to identify facilitators and barriers to the development and engagement of clinicians in quality improvement. Design A 25-item questionnaire informed by theoretical frameworks was developed, tested and disseminated by email. Settings Members and fellows of the International Society for Quality in Healthcare. Participants 1010 eligible participants (380 fellows and 647 members). Interventions None. Main Outcome Measures Self-efficacy and effectiveness in conducting and leading quality improvement activities. Results We received 212 responses from 50 countries, a response rate of 21%. Dedicated time for quality improvement, mentorship and coaching and a professional quality improvement network were significantly related to higher self-efficacy. Factors enhancing effectiveness were dedicated time for quality improvement, multidisciplinary improvement teams, professional development in quality improvement, ability to select areas for improvement and organizational values and culture. Inadequate time, mentorship, organizational support and access to professional development resources were key barriers. Personal strengths contributing to effectiveness were the ability to identify problems that need to be fixed, reflecting on and learning from experiences and facilitating sharing of ideas. Key quality improvement implementation challenges were adopting new payment models, demonstrating the business case for quality and safety and building a culture of accountability and transparency. Conclusions Our findings highlight areas that organizations and professional development programs should focus on to promote clinician development and engagement in quality improvement. Barriers related to training, time, mentorship, organizational support and implementation must be concurrently addressed to augment the effectiveness of other approaches.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Application of a gender perspective in tourism research: a theoretical and practical approach

2020 ◽  
Vol 27 (2) ◽  
pp. 251-270
Author(s):  
Cristina Figueroa-Domecq ◽  
Mónica Segovia-Perez
Keyword(s):  
Conceptual Model ◽  
Research Area ◽  
Tourism Industry ◽  
Feminist Studies ◽  
Theoretical Frameworks ◽  
Gender Perspective ◽  
Content Type ◽  
Industry Research ◽  
And Gender ◽  
Further Development

Purpose This paper aims to present a conceptual model that identifies and relates the different approaches and thematic areas in the research area of tourism and gender. Design/methodology/approach The design of the conceptual model is based on a critical review of the literature and the evolution of feminist paradigms and theories. Findings The aforementioned theoretical frameworks are the basis for the further development of feminist studies and a gender perspective in the tourism industry research area, including research design, objectives, methodologies, analysis and result’s presentation. Research limitations/implications Based on literature review, is theoretical. Originality/value Presentation of a conceptual model around the gender perspective in tourism, that leads to the identification of important research opportunities in this area.

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