Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers

2021 ◽  
pp. 002205742199833
Author(s):  
Orit Broza ◽  
Ariel Lifshitz ◽  
Shirly Atzmon
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Teacher Practice ◽  
Mathematical Discourse ◽  
Practical Training ◽  
Analytic Model ◽  
Reflective Thought ◽  
Class Management ◽  
Role Of Teachers

This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers’ learning process was examined as a result of using an analytic model designed for discourse protocols’ analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice and developing critical reflective thinking among preservice teachers. The change occurred in two “ripples of influence”: (1) improving discourse to one promoting learning by demonstrating hypothetical scenarios and (2) perception of the role of teachers and class management.

Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education

2011 ◽  
Vol 62 (5) ◽  
pp. 477-492 ◽  
Author(s):  
Diler Oner ◽  
Emine Adadan
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Preservice Teacher Education ◽  
Mixed Methods Study ◽  
Easy Access ◽  
Web Based ◽  
High Level ◽  
Reflective Skills ◽  
The Web

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.

scholarly journals The role of teachers in the support of students with obsessive-compulsive disorder

2005 ◽  
Vol 22 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Elizabeth Woolcock ◽  
Marilyn Anne Campbell
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Support Services ◽  
Early Identification ◽  
Teacher Practice ◽  
Classroom Teachers ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Limited Support ◽  
Role Of Teachers

AbstractThe early identification and referral of students with obsessive-compulsive disorder (OCD) is crucial for the implementation of timely intervention and therapy. Classroom teachers could be well positioned to identify and refer students with OCD to the school counsellor or support services team due to their extensive interaction with these students. However, teachers need to become more knowledgeable about OCD to successfully identify and thus be able to refer students with OCD (Purcell, 1999). These students also need to be managed differently within the classroom. However, there is limited support to guide teacher practice in this area. This paper provides a general overview of childhood OCD and explores the role of teachers in the identification, referral and management of students with OCD.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Faisal Amri Tanjung
Keyword(s):  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Curriculum Planning ◽  
Educational Goals ◽  
Entire Process ◽  
Educational Supervision ◽  
Role Of Teachers

This article aims to fulfill administrative duties and educational supervision. Where this article is titled "Curriculum Administration." This article writing technique is taken by looking for existing information. Curriculum administration is the entire process of activities planned to help achieve educational goals. The curriculum administration process is curriculum planning, curriculum implementation, curriculum supervision, and curriculum evaluation. The role of teachers in curriculum administration is as implementers, adapters, developers, and researchers.

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