scholarly journals A Didactical Analysis of Teaching Practices Around Differentials Equations in Tunisian School Context

2021 ◽  
Vol 9 (5) ◽  
pp. 157
Author(s):  
Sonia Ben Nejma ◽  
Anis Jabrane
Keyword(s):  
Teaching Practices ◽  
School Context ◽  
Analysis Of Teaching

Stifled Teacher Efficacy

2021 ◽  
pp. 1495-1517
Author(s):  
Ardene Virtue
Keyword(s):  
Second Language ◽  
Teacher Efficacy ◽  
Teaching Practices ◽  
Experimental Approach ◽  
School Context ◽  
Teacher Agency ◽  
Instructional Approaches ◽  
Teaching English ◽  
Teaching Resources ◽  
Approach To Teaching

The chapter proposes that the honing of teacher efficacy is a necessary prerequisite for the implementation of post-method pedagogy (PMP). The application of PMP requires an autonomous practitioner who undertakes an experimental approach to teaching English as a second language. Hence, it is justifiable that teachers would need a high self-assurance in their capabilities to make comprehensive judgments regarding their selection, and effectual employment of teaching practices. The chapter examines how teacher agency is negated by three factors – practitioners' operation as passive implementers of dicta, a product-focussed school context that discourages teachers' self-directed instructional approaches, and teachers' overreliance on teaching resources such as the textbook. Finally, the chapter provides PMP criteria for teachers' effective engagement of textbooks which practitioners could competently apply providing they have achieved their efficacies.

scholarly journals HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

2021 ◽  
Vol 5 (3) ◽  
pp. 13-22
Author(s):  
Ha Thi Thanh Tran ◽  
Hung Thai Le
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Primary Schools ◽  
Teaching Practices ◽  
Funds Of Knowledge ◽  
School Context ◽  
Primary Teachers ◽  
Ethnic Minority Students ◽  
Hmong Students

Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.

scholarly journals As razões das diferenças de desempenho acadêmico na América Latina: dados qualitativos do Brasil, Chile e Cuba

2019 ◽  
Vol 84 (206-07-08) ◽  
Author(s):  
Martin Carnoy ◽  
Amber Gove ◽  
Jeffery Marshall
Keyword(s):  
Public Schools ◽  
Latin American ◽  
Teaching Practices ◽  
Basic Education ◽  
Process Indicators ◽  
Observation Instrument ◽  
America Latina ◽  
Using Data ◽  
Latin American Countries ◽  
Analysis Of Teaching

Apresenta os resultados de uma análise de práticas de ensino, utilizando dados do Brasil, do Chile e de Cuba. Esses dados incluem fitas de vídeo de 10 a 12 aulas de matemática para a 3ª série de cada país. Cada fita foi analisada mediante um instrumento de observação que enfoca a estrutura da turma, seu nível de engajamento e outros indicadores de processo. Adicionalmente, foi utilizado um sistema de mensuração do nível de conteúdo, visando entender o conceito da aula, o nível de demanda cognitiva e a interação entre a professora e a turma. Em conjunto, esses dois instrumentos são utilizados para aprofundar a análise das variações na pontuação obtida nos testes por Cuba e pelos demais países latino-americanos. Os resultados revelam diferenças significativas entre as aulas observadas nos três países, tanto em relação às práticas adotadas pelos professores no manejo das classes, quanto no que diz respeito à dificuldade relativa dos conteúdos abordados. As aulas cubanas e as aulas das escolas privadas conveniadas do Chile se destacaram positivamente em comparação com aquelas observadas nas escolas brasileiras e nas escolas públicas chilenas. Palavras-chave: práticas de ensino; educação matemática; ensino fundamental; educação comparada; Brasil, Chile, Cuba. Abstract The paper presents the results of an analysis of teaching practices, using data of Brazil, Chile and Cuba. Those data include videos from 10 to 12 mathematics classes for to 3rd grades of each country. Each video was analyzed by means of an observation instrument that focuses the structure of the group, the engagement level and other process indicators. In addition, a system of content level was used, seeking to understand the concept of the class, the level of cognitive demand and the interaction between the teacher and the group. Those two instruments are jointly used to deepen the analysis of the variations in the punctuation obtained in the tests by Cuba and by the other Latin-American countries. The results reveal significant differences among the classes observed within the three countries, so much in relation to the practices adopted by the teachers in the handling of the classes, as in what concerns the relative difficulty of the approached contents. The Cuban classes and the classes of private schools in Chile stood out positively in comparison with those observed at the Brazilian schools and at Chilean public schools. Keywords: teaching practices; mathematics teaching; basic education; comparative study: Brazil, Chile, Cuba.

scholarly journals An Analysis of Teaching Practices among Newly Qualified Teachers Working in Diverse Classrooms

2017 ◽  
Vol 237 ◽  
pp. 626-632 ◽  
Author(s):  
Nelson Vásquez ◽  
Inés Contreras ◽  
María Cristina Solís ◽  
Claudio Nuñez ◽  
Silvia Rittershaussen
Keyword(s):  
Teaching Practices ◽  
Qualified Teachers ◽  
Diverse Classrooms ◽  
Analysis Of Teaching ◽  
Newly Qualified Teachers

scholarly journals Complex network analysis of teaching practices

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Woon Peng Goh ◽  
Dennis Kwek ◽  
David Hogan ◽  
Siew Ann Cheong
Keyword(s):  
Network Analysis ◽  
Complex Network ◽  
Teaching Practices ◽  
Complex Network Analysis ◽  
Analysis Of Teaching

scholarly journals Análisis de las prácticas docentes: estado del conocimiento en DOAJ y EBSCO (2006-2016)

2018 ◽  
pp. 197-229
Author(s):  
Dra. Luz Del Carmen Montes Pacheco ◽  
Lic. Tamara Paola Caballero Guichard ◽  
Mtra. María Luisa Miranda Bouillé
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Traditional Teaching ◽  
International Level ◽  
Research Projects ◽  
Student Centered ◽  
Classroom Implementation ◽  
Object Of Study ◽  
Analysis Of Teaching

Las prácticas docentes, como objeto de estudio, requieren de una construcción teórica, metodológica y empírica que posibilite abordajes pertinentes a las necesidades y tendencias de la investigación. En este artículo se reporta una revisión de investigaciones publicadas en inglés y español de 2006 a 2016 en las bases de datos DOAJ y EBSCO, para establecer el estado del conocimiento del análisis de las prácticas docentes a nivel internacional. Se seleccionaron y analizaron 37 investigaciones. Se encontró que, en la mayoría de los estudios en los que se analizan las prácticas docentes, se pone en el centro a las acciones del profesor, con un enfoque cualitativo, y el momento de la docencia más estudiado es la concreción. Las principales conclusiones fueron: 1) las prácticas docentes tradicionales prevalecen, 2) se usan indistintamente términos que aluden a las prácticas docentes y 3) predominan referentes conceptuales centrados en el estudiante. Analysis of teaching practices: state of knowledge in DOAJ and EBSCO (2006-2016)AbstractTeaching practices, as object of study, require theoretical, methodological and empirical foundations that enable the use of approaches that suit the needs and trends of research. In this article, a review has been made about research studies published in English and Spanish from 2006 to 2016 in the DOAJ and EBSCO databases to establish the state of knowledge of the teaching practice at an international level. Thirty seven research projects were selected and analyzed. It was found that the majority of these studies, which analyzed the teaching practice, focused in teachers’ action, with a qualitative approach; and the most studied moment of the teaching practices was classroom implementation. The main conclusions were:  1) traditional teaching practices prevail, 2) terms referring to teaching practices are used interchangeably and 3) student-centered conceptual references predominate. Recibido: 31 de enero de 2017 Aceptado: 16 de julio de 2017

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