Teachers’ perceptions of teaching and learning in a knowledge‐building community: an exploratory case study

2006 ◽  
Vol 31 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Ching Sing Chai ◽  
Roger Merry
Keyword(s):  
Teaching And Learning ◽  
Knowledge Building ◽  
Teachers Perceptions ◽  
Exploratory Case Study ◽  
Building Community ◽  
Perceptions Of Teaching

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

The integration of ICT in educational process in IB education—A comparative case study

2019 ◽  
Vol 6 (1) ◽  
pp. 192-204
Author(s):  
Panagiotis Pantzos
Keyword(s):  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Educational Process ◽  
Comparative Case Study ◽  
Teachers Perceptions ◽  
Integration Of Ict ◽  
Critical Theory Of Technology

This study aims to gain a deep understanding of international baccalaureate (IB) primary years programme (PYP) teachers’ perceptions about the use of information and communication technology (ICT) in IB PYP classes. Moreover, it seeks to critically identify the teachers’ barriers and needs in order to integrate ICT into teaching and learning. Following a qualitative comparative case study research design, semi-structured interviews were conducted with IB PYP teachers and coordinators in Sweden and Greece. Critical theory, critical pedagogy and critical theory of technology (CTT) were used as the theoretical framework for analysing teachers’ perceptions. From a critical point of view, the study reveals that deskilling of teachers, intensification of teachers’ work, low school’s financial budget, parents’ financial burden, commodification and privatisation of IB education are the fundamental factors that negatively intervene in teachers’ work in both schools and perpetuate the status quo of teaching and learning processes through integration of ICT. Keywords: International baccalaureate (IB), international and comparative education (ICE), integration of ICT, critical pedagogy, critical theory of technology (CTT).    

scholarly journals Perceptions of Pre-service Teachers toward Teaching and Learning Mathematics in Bhutan

2021 ◽  
pp. 39-48
Author(s):  
Karma Dorji ◽  
Karma Wangchuk
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Colleges Of Education ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Perceptions Of Teaching

This study was carried out to investigate the perceptions of teaching and learning Mathematics by the pre-service Mathematics teachers in Bhutan. The research has employed quantitative methods. A five-point Likert scale survey questionnaire was administered to collect the data. The participants included both male and female pre-service Mathematics teachers from 2 colleges of education in Bhutan aged 18-29 (N = 261). In order to examine the perceptions of Mathematics, the mean interpretation developed by Roble and Bacabac (2016) was used and found that perceptions of pre-service teachers teaching and learning Mathematics were high indicating they enjoy teaching and learning Mathematics. The analysis also showed that there was no significant difference between male and female pre-service teachers perceptions toward teaching and learning Mathematics in Bhutan. Further, the findings also indicated there was no significant difference in perceptions of teaching and learning Mathematics between pre-service teachers at College A and College B. The College of Education might consider devoting additional attention to improving teaching practices in order to experience the real classroom scenario.

scholarly journals Beyond the Books: Teacher Practices and Perceptions of Teaching Caring and Curiosity

2019 ◽  
Vol 8 (3) ◽  
pp. 84
Author(s):  
Louis S. Nadelson ◽  
Sandra G. Nadelson ◽  
Ann Broyles ◽  
Janet Edgar ◽  
Jeryca Einhorn ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Teacher Practices ◽  
Instructional Methods ◽  
Teachers Perceptions ◽  
Learning Goal ◽  
Perceptions Of Teaching ◽  
K 12

Caring and curiosity are fundamental to learning and working well with others. Individuals who are both caring andcurious have empathetic curiosity and want to know about other people and take the initiative to learn aboutperspectives, needs, and goals of those around them. Empathetic curiosity can be enhanced through activities inschools. The goal of our project was to determine teachers’ perceptions and practices associated with teaching andlearning caring and curiosity. The data we collected from 183 K-12 teachers revealed positive perceptions ofteaching caring and curiosity. We found that the instructional methods used to teach caring shifted with the curricularcontent. Our research also revealed that the focus of curiosity changed when the teaching concentrated on contentrather than the instruction method. The teachers relatively limited focus on caring for others when teaching caringsuggests that they may not be considering empathetic curiosity as a learning goal. Based on our findings we interpretour results and provide implications for teaching and learning.

Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach

2009 ◽  
Vol 111 (5) ◽  
pp. 1296-1327
Author(s):  
Ching-Sing Chai ◽  
Seng-Chee Tan
Keyword(s):  
Collaborative Learning ◽  
Interaction Analysis ◽  
Knowledge Building ◽  
Deep Understanding ◽  
Learning Theories ◽  
Analysis Model ◽  
Computer Supported Collaborative Learning ◽  
Construction Of Knowledge ◽  
Building Community

Background This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers on a computer-supported collaborative learning (CSCL) environment that emphasizes collaboration among learners for the co-construction of knowledge. Although there is some evidence that CSCL enhances students’ learning, an identified gap in the field of CSCL is documented accounts of how knowledge building happens. Knowledge of how to facilitate sustained and in-depth knowledge-building discourse among teachers has also been identified as a gap in understanding in teacher education. Purpose This case study aims to gain insights into how negotiation and co-construction of knowledge occurs among eachers during their participation in a knowledge-building community. Participants It involves 7 Singaporean teachers who enrolled in an 18-month Advanced Diploma program. Intervention Three consecutive modules were conducted to develop the participants’ competencies in and dispositions toward facilitating student-centered learning in a computer-supported collaborative learning (CSCL) environment. The modules engaged the teachers as coc-onstructors of knowledge in a knowledge-building community. Research Design This is a case study in which the first author, as a participant observer, acted as the facilitator for the modules. Data Analysis The main source of data was the teachers’ notes in Knowledge Forum, a CSCL environment. The teachers’ patterns of online interactions were analyzed through social network analysis and the interaction analysis model (IAM). Findings Our findings indicate that the teachers formed a socially cohesive community and participated rather actively, writing an average of 3.7 notes and 425 words per week. Further analysis of the notes using IAM shows a healthy distribution of notes at various phases of knowledge construction. Conclusion We conclude that the teacher knowledge-building community was successful in engaging the teachers in collaborative knowledge building, leading to a deep understanding among them about learning in a CSCL environment. We suggest the following factors as contributors to this advancement: (1) having a group of committed teachers as participants, (2) engaging the teachers to work on authentic problems faced in schools, (3) empowering the teachers with the agency to solve problems and reflect on their learning, (4) allocating adequate time for teachers to link theories to practice and to reflect on their implementation, and (5) having a facilitator who is experienced in facilitating this form of learning and in using a pedagogical model that is built on appropriate learning theories.

Sign in / Sign up

Export Citation Format

Share Document