scholarly journals Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions

2017 ◽  
Vol 70 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Servet Altan ◽  
Jennie F. Lane ◽  
Erskine Dottin
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Learning Theories ◽  
Habits Of Mind ◽  
Common Denominator ◽  
Educational Theories ◽  
Current Article ◽  
The Common

Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey’s epistemology to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The conclusion is that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.

scholarly journals Defining Learning Communities in Undergraduate Medical Education: A National Study

2019 ◽  
Vol 6 ◽  
pp. 238212051982791 ◽  
Author(s):  
Robert Shochet ◽  
Amy Fleming ◽  
James Wagner ◽  
Jorie Colbert-Getz ◽  
Monica Bhutiani ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Medical School ◽  
Learning Communities ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
National Study ◽  
Program Description ◽  
Survey Responses ◽  
Longitudinal Relationships

Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons

2020 ◽  
pp. 002248712094804
Author(s):  
Alexander Cuenca
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Social Studies ◽  
Academic Language ◽  
Qualitative Content Analysis ◽  
Instructional Design Process ◽  
College Career ◽  
Social Studies Teacher ◽  
Core Practices ◽  
Social Studies Teacher Education

As states, school districts, and teachers continue to adopt the inquiry-based principles of the College, Career, and Civic (C3) Framework, social studies teacher education must engage in a concomitant instructional shift to focus its efforts on preparing inquiry-based educators. One possible approach is to organize social studies teacher education around core practices. In this study, I attempt to surface the core practices found in social studies classrooms through a qualitative content analysis of the lessons using the Inquiry Design Model (IDM), an instructional design process based on the elements of the C3 Framework. Seven core practices to organize social studies teacher education are proposed: (a) establishing social studies academic language, (b) helping students recognize the interdisciplinary nature of social studies phenomena, (c) using interpretive questions, (d) helping students organize inquiries, (e) connecting inquiries to students’ lives, (f) structuring opportunities for discussion, and (g) extending inquiry into the civic lives of students.

scholarly journals ISSUES AMONG NOVICE TEACHERS IN MALAYSIA

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Sofiah Zakaria ◽  
Khaliza Saidin ◽  
Rozi Mohamad
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Novice Teachers ◽  
Qualitative Content Analysis ◽  
Journal Articles ◽  
Teaching Career ◽  
Behaviour Management ◽  
Motivational Support ◽  
Critical Attention ◽  
The Subject

Issues and problems faced by novice teachers have long been questions of great interest in the field of education and are still receiveing considerable critical attention amongst players in the field. Hence, this study seeks to explore the issues and problems faced by novice teachers. Qualitative content analysis was used to examine 13 local journal articles written on the subject of novice teachers from 2006 to 2015. Data were then grouped into themes  to identify issues and problems faced by novice teachers. Findings of this study showed that issues faced by novice teachers include issues related to efficacy, classroom and student behaviour management, professional development, competency, commitment, stress, and support among novice teachers. Based on the findings, more studies on mentoring aspect should be carried out to assist novice teachers to start off their teaching career and provide them with necessary emotional and motivational support to improve their teaching in schools.

scholarly journals Professional development in English for specific purposes: designing the curriculum of an online ESP teacher education course

2021 ◽  
pp. 89-109
Author(s):  
Elis Kakoulli Constantinou ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Literature Review ◽  
Curriculum Design ◽  
English For Specific Purposes ◽  
Learning Theories ◽  
Recent Developments ◽  
Language Instructors ◽  
Pilot Implementation

Despite the developments in the English for Specific Purposes (ESP) field, the field of ESP Teacher Education (TE) remains neglected. Research in the area of ESP TE has not been given much attention, and the opportunities ESP practitioners have for Professional Development (PD) are very limited. This chapter describes the development of a curriculum for an online ESP TE course, the ReTEESP Online. The process occurred in the context of a Technical Action Research (TAR) study, the purpose of which was to address the needs of a group of 24 language instructors in terms of ESP TE. The course was based on a literature review in ESP and ESP TE, including learning theories and TE models, and recent developments in curriculum design. The course was also informed by an analysis of the 24 language instructors’ needs in ESP TE and a pilot implementation of the course.

Immunized against science: Narrative community building among vaccine refusing/hesitant parents

2020 ◽  
Vol 29 (4) ◽  
pp. 419-435 ◽  
Author(s):  
Amy Duchsherer ◽  
Mal Jason ◽  
Carrie Anne Platt ◽  
Zoltan P Majdik
Keyword(s):  
Content Analysis ◽  
Social Ties ◽  
Qualitative Content Analysis ◽  
Community Building ◽  
Public Understanding ◽  
Narrative Strategies ◽  
Related Science ◽  
The Common ◽  
Personal Expertise ◽  
Do So

Recent outbreaks of measles have centered in specific communities, pointing to the influence of social ties on vaccination practices. This study adds to the conversation on public understanding of vaccine-related science, documenting how the individualist epistemologies highlighted in prior research are externalized and validated in communication with others, focusing on how the narrative strategies used to do so contribute to community building among vaccine refusing and hesitant parents. Through qualitative content analysis of testimonials given to the creators of the anti-vaccination documentary VaxXed, we identify how the common narrative strategies used to question the scientific consensus on vaccines—distrust of doctors, self-diagnosis, building credibility, advocacy, and community building—build a competing consensus based on personal expertise. With this approach, we are better able to understand how participation in online communities strengthens the privileging of individualist epistemologies among vaccine refusing and hesitant parents.

Exploring the Sources of Cognitive Gap Between Accountability and Performance

2019 ◽  
Vol 49 (3) ◽  
pp. 393-420 ◽  
Author(s):  
Kwangseon Hwang ◽  
Yousueng Han
Keyword(s):  
Content Analysis ◽  
Child Welfare ◽  
Qualitative Content Analysis ◽  
Children And Families ◽  
Practical Applications ◽  
Frontline Workers ◽  
Responsible Action ◽  
The Common ◽  
And Performance ◽  
Different Characteristics

This article decouples accountability and performance to highlight the cognitive gap in the ability to discern between accountability and performance at the street level. A qualitative content analysis of interviews from child welfare caseworkers provides several noteworthy findings. While these terms share certain common key themes, they also have different characteristics. Both terms may be understood and used interchangeably in practical applications, including serving (the children and families), responsible action (trust), following rules, completing the task, integrity/ethics, and effectiveness. Aside from the common key themes, accountability was also understood as embodying the key themes of explanation/meeting, expectation, and ownership. Conversely, performance was perceived as representing professionalism, skill, and teamwork. In general, when the frontline workers talk about process and relationships, they reference accountability and when they are discussing outcomes, they reference performance. This study highlights common and disparate characteristics associated with accountability and performance that explain why they are pursued simultaneously and why enhancing accountability sometimes does not lead to improving performance and vice versa.

scholarly journals Teacher trainers’ self-reflection and self-evaluation

2018 ◽  
Vol 8 (2) ◽  
pp. 9-23
Author(s):  
Ida Zagyváné Szűcs
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Teacher Training ◽  
Qualitative Content Analysis ◽  
Self Reflection ◽  
Self Evaluation ◽  
Step Model ◽  
Teacher Trainers ◽  
Self Regulatory Learning ◽  
General Step

Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

scholarly journals Experience of Mentoring through Acquisition of Positive Parenting Skills in Children’s Daily Care Centres

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 165-183
Author(s):  
Vida Gudžinskienė ◽  
Sigita Burvytė
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Social Workers ◽  
Qualitative Content Analysis ◽  
Positive Parenting ◽  
Parenting Skills ◽  
Research Participants ◽  
Daily Care ◽  
Current Article ◽  
Social Pedagogues

The current article reveals mentorship experiences of helping parents to develop their skills of positive parenting in children’s daily care centres (CDCC). Mentors for parents (social pedagogues and social workers) are perceived as persons enabling parents to manage the situations of children’s education applying positive parenting skills and observing the principles of positive parenting. The current article analyses CDC, which are in the process of developing their functions and traditions on the social scale. The object of the research is mentoring experience of specialists working in CDC to help parents, whose children attend daily care centres, develop their positive parenting skills. The purpose of the study is to reveal the experiences of CDC social workers and social pedagogues of working with parents, whose children attend daily care centres, seeking to develop their positive parenting skills. The study questions: 1) What possibilities are provided to parents to acquire positive parenting skills in CDC? 2) What are the experiences of parents’ mentorship seeking for the development of their positive parenting skills? Qualitative research type was chosen for the study. In the study, the method of a semistructured interview, which enables to come close to the understanding of human experiences, designation of meanings, the definition of meanings and the construction (explanation) of reality, was used. The obtained data were analysed by the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic. According to J. W. Creswell (2009), content analysis is a technique which, having examined the specificities of the text, allows, objectively and systematically, draw reliable conclusions. The qualitative content analysis was performed regarding the following sequence (Creswell, 2009): repeated reading of the content of transcript interview texts, distinction of meaning elements in the text analysed, grouping of the distinguished meaning elements into categories and sub-categories, integration of the categories/sub-categories into the context of the phenomenon analysed and description of their analysis. Criteria-based sample was used in the study. The informants were chosen according to the following criteria: 1) a social worker or social pedagogues with higher education, 2) specialists that help parents, whose children attend CDC, develop positive parenting skills, 3) mentoring experience of not less than 2 years. Selecting the research participants, the snowball principle was observed, when the informants were asked to indicate other CDC specialists having mentoring experience. The study was conducted in October-December 2016. 9 informants participated in the research (5 social pedagogues and 4 social workers). The results of the qualitative research on the development of positive parenting skills in CDC revealed that parents were provided with a possibility to develop positive parenting skills in the organised courses/seminars, open lectures and individual consultations. Parents’ self-support groups, individual consultations and different available literature offered by CDC specialists created preconditions for (self-) development of parenting skills through cooperation-based interrelationships with own children. However, a part of the informants were inclined to render responsibility for their children’s development to CDC specialists rather than assume it themselves. A part of the research participants would like to attend training courses more often, yet they were unable to do so due to working or family conditions as they did not have anybody to leave younger children with. The analysis of the research results revealed that the welfare of children attending daily care centres necessitated for the development of parents’ positive parenting skills, which helped parents to positively communicate and cooperate with own children, to establish harmonious interrelationships and spend time together. The general competences acquired by parents (transferable skills) enabled a family to live more harmoniously, gave children an opportunity to observe parents’ positive behaviour and develop positive parenting skills through a harmonious participation in family life.

scholarly journals Teacher Education as Transformation: Some Lessons Learned from a Center for Excellence in Education

2016 ◽  
Vol 10 (2) ◽  
pp. 53-72 ◽  
Author(s):  
Andreas Lund ◽  
Tone Malmstedt Eriksen
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Lessons Learned ◽  
Common Denominator ◽  
Study Programs ◽  
The Common ◽  
Excellence In Education ◽  
Post Hoc ◽  
Education Transformation ◽  
Double Stimulation

Denne artikkelen presenterer noen utfordringer som synes å forekomme ofte innenfor både lærerutdanning og forskning på lærerutdanning. Vi argumenterer for at prinsipper knyttet til aktørskap i endringsprosesser (transformative agency) samt dobbel stimulering (Sannino, 2014; Vygotsky, 1978) utgjør et begrepsmessig rammeverk egnet til å undersøke endringer i lærerutdanningen, og som kan bidra til forståelsen av hvordan vi kan designe fremtidsrettede studieprogrammer. Vi syntetiserer noen funn fra et antall prosjekter der rekonfigurering av lærerutdanning står sentralt og der man har søkt å overskride epistemologiske dikotomier for å forberede vordende lærere på en verden i endring. Metodologisk bruker vi nevnte ramme­verk i en post hoc-analyse av en serie formative intervensjoner i lærerutdanningen. Felles­nevneren ligger i å overskride tradisjonelt akademisk kunnskapsarbeid i lærerutdanningen. Vår konklusjon er at transformasjon og rekonfigurering av forholdet mellom teori og praksis er mulig, og at de prosjektene vi her bruker som empiriske linser, kan fungere som bærere av nye innsikter i hvordan vi kan transformere lærerutdanningen i kunnskapssamfunnet.Nøkkelord: lærerutdanning, transformasjon, aktørskap (agency), integrasjon, universitet, skole, knunnskapsformerAbstractThis article presents some challenges that appear to be common in the current landscape of teacher education and teacher education research. We argue that the principles of trans­formative agency and double stimulation (Sannino, 2014; Vygotsky, 1978) offer a conceptual framework for studying changes in teacher education and can contribute to the understanding of how we can design future-oriented study programs. We synthesize some common findings from a number of projects attempting to reconfigure teacher education, transcend epistemo­logical dichotomies and prepare teachers for a changing world. Methodologically, we use the conceptual framework mentioned above to conduct a post hoc analysis of a series of forma­tive interventions in teacher education. The common denominator is transcending traditional academic work in teacher education. We conclude that the reconfiguration of educational research and practice in teacher education is doable and that the examples of projects presented serve as empirical lenses and carriers of new understandings of how to transform teacher education in the knowledge society.Key words: teacher education, transformation, agency, integration, university, school, know­ledge types

scholarly journals Identifying Decision Making Biases in Entrepreneurial Opportunity Exploitation Decisions

2016 ◽  
Vol 9 (5) ◽  
pp. 158 ◽  
Author(s):  
Jahangir Yadollahi Farsi ◽  
Pouria Nouri ◽  
Abdolah Ahmadi Kafeshani
Keyword(s):  
Decision Making ◽  
Content Analysis ◽  
Time Pressure ◽  
Qualitative Content Analysis ◽  
High Time ◽  
Illusion Of Control ◽  
The Core ◽  
Planning Fallacy ◽  
The Common ◽  
Decision Making Biases

<p>Opportunities are the core of entrepreneurial process. By identifying, evaluating and exploiting lucrative opportunities, not only do entrepreneurs make profits for themselves, they also propel their societies to prosperity. In order to exploit opportunities, entrepreneurs need to make various decisions based on their evaluation of opportunities as well as their own capabilities. Most of the time, theses decision are made under reverse circumstances rife with uncertainty, ambiguity, lack of needed resources as well as high time pressure. Thus, it seems reasonable to hypothesize that entrepreneurs’ decisions to exploit opportunities are prone to decision making biases. In order to test this hypothesis, this paper conducted a qualitative content analysis approach by interviewing 17 Iranian entrepreneurs. According to our findings, overconfidence, escalation of commitment, planning fallacy and illusion of control are the common decision making biases in entrepreneurs’ decisions to exploit opportunities.</p>

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