An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial

2020 ◽  
pp. 002248712096407
Author(s):  
Louisa R. Peralta ◽  
Andrew Bennie ◽  
Jennifer Gore ◽  
Chris Lonsdale
Keyword(s):  
Classroom Practice ◽  
Teaching Practice ◽  
Controlled Trial ◽  
Inservice Teachers ◽  
Structured Interviews ◽  
Teacher Capacity ◽  
Video Recordings ◽  
Teacher Professional ◽  
Video Material ◽  
Similar Depth

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

Mathematics ◽  
2021 ◽  
Vol 9 (20) ◽  
pp. 2542
Author(s):  
Diana Vasco-Mora ◽  
Nuria Climent-Rodríguez ◽  
Dinazar Escudero-Ávila
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Linear Algebra ◽  
Classroom Practice ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Pedagogical Content ◽  
University Teachers ◽  
Video Recordings ◽  
Learning Capabilities

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge.

scholarly journals ENGLISH LITERATURE INSTRUCTORS’ BELIEFS AND ACTUAL PRACTICES OF INTEGRATING WEB APPLICATIONS IN HA’IL UNIVERSITY

2019 ◽  
Vol 2 (8) ◽  
pp. 28-50
Author(s):  
Khatmeh Suleiman Elgoudman ◽  
Kamariah Yunus
Keyword(s):  
Classroom Practice ◽  
Web Applications ◽  
Teaching Practice ◽  
English Literature ◽  
Structured Interviews ◽  
Teaching Literature ◽  
Descriptive Case Study ◽  
Actual Use ◽  
Instructional Decision

This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs conflicted with her teaching practices. Result also supported the argument that instructor belief plays an important role in instructional decision making in the teaching practice while sometimes differed with their classroom practice. Results also revealed that the actual Web applications usage found in the four cases demonstrated positive result for the integration of Web applications. This provides evidence to support previous research results about the benefits that Web applications have in possibly connecting informal learning to the formal learning environment. On the other hand, although four individual instructors’ actual use of Web applications differed from case to case, they all believed that there were many benefits as well as challenges when integrating Web applications in literature courses. Furthermore, the results demonstrated an increasing usage trend among the four individual participants based on the estimated percentage of Web applications usage in their literature courses. Nonetheless, four participants in this study seemed to only bring out a few aspects of Web applications’ potential. To make the best of Web applications, more research is needed in identifying best practices of various Web applications in teaching literature and explaining complicated instructors' beliefs about the effectiveness of Web applications in teaching literature.

Professional development for teachers meeting cross-cultural challenges

2019 ◽  
Vol 35 (2) ◽  
pp. 19-32
Author(s):  
Lisa Maree Buxton
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Aboriginal Education ◽  
Structured Interviews ◽  
Content Type ◽  
Cultural Challenges ◽  
Professional Development For Teachers ◽  
Outcomes For Children

Purpose When providing professional development for teachers, certain factors should be considered and included to ensure it is effective and enhances teacher practice and outcomes for children in their classes. While this is achieved in many curriculum areas, there has been little written about effective professional development for teachers in relation to Aboriginal education in Australia, enhancing teacher confidence in meeting the needs of Aboriginal and Torres Strait Islander children. This paper aims to describe a study concerned with the ongoing development of a professional learning framework empowering primary school teachers to infuse Aboriginal ways of seeing and being into their classroom practice. Design/methodology/approach Design-based methodology, using semi-structured interviews with teachers, allowed for iterative amendment and improvement of the professional learning experiences. A description is provided linking the elements of successful professional development for teachers to the implementation of this study’s professional learning. Findings Key findings are that if the elements noted in the literature pertaining to successful professional learning for teachers are included, change in practice does take place and is sustained, to the benefit of the children they teach. This study demonstrates the vital importance of ongoing collaboration and support for teachers undertaking professional development if they are going to change practice in the longer term. Originality/value The pedagogy described in this paper goes beyond content to an Aboriginal way of teaching children through modelling and how this can be infused into teaching practice.

Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

2017 ◽  
Vol 18 (1) ◽  
pp. 250-270 ◽  
Author(s):  
Esen Uzuntiryaki-Kondakci ◽  
Betül Demirdöğen ◽  
Fatma Nur Akın ◽  
Aysegul Tarkin ◽  
Sevgi Aydın-Günbatar
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Self Regulation ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Design Data ◽  
Pedagogical Content ◽  
Video Recordings

This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

scholarly journals Vietnamese University EFL Teachers’ Reported and Classroom Practices in Teaching Listening

2021 ◽  
pp. 10-26
Author(s):  
Ly Thanh Danh ◽  
Nguyen Hai Quan
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Study Data ◽  
Central Position ◽  
Structured Interviews ◽  
Listening Skill ◽  
Efl Teachers

This study explored Vietnamese university EFL teachers’ perceptions of the importance of listening skill and their reported and classroom practice in listening instruction. The exploration of the teachers’ teaching practice was centered among three aspects including listening subject matter contents, listening lesson design, and the activities they employed for listening lessons. Six lecturers who taught listening skill to English-majored undergraduates at a university in Vietnam participated in the study. Data were collected via semi-structured interviews and classroom observations. Findings from the study showed that the teachers had an intense awareness of listening skill as a crucial input source for language learning whereas the position of listening as a macro-language skill seemed to be downplayed. In both reported and classroom practices, vocabulary, topical knowledge, and listening strategies were found to occupy a central position as teaching content. In designing lessons, the teachers appeared to align more with the “comprehension” or “product-oriented” approach which further bears a resemblance to the presentation, practice, and production (PPP) model with some updated features. The teachers were also found to share a common group of instructional activities in each of the three lesson stages. These findings provide important bases for future endeavors to further improve the effectiveness in teaching and learning the listening skill at the tertiary level.

scholarly journals Using video annotation to reflect on and evaluate physical education pre-service teaching practice

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Meg Colasante
Keyword(s):  
Physical Education ◽  
Teaching Practice ◽  
Video Annotation ◽  
Undergraduate Teaching ◽  
Structured Interviews ◽  
Video Recordings ◽  
The Media ◽  
Media Annotation ◽  
Media Form

<span>This case study examined the integration of a media annotation tool (</span><em>MAT</em><span>) into the learning and assessment activities of an undergraduate teaching (physical education) course. The media form or artefact for annotation was video recordings demonstrating individual learners' teaching practice. The learners categorised (marked sections) and annotated their videos and received peer and teacher feedback within the tool. Their use of </span><em>MAT</em><span> was analysed to determine if this learning environment was effective in the context of the case, to critically reflect upon and evaluate pre-service teaching practice. The research site was RMIT University, Melbourne, and data was collected from the pilot users of </span><em>MAT</em><span>, a third year class and their teacher/key academic, using pre- and post-surveys and interactive process interviews (combined sessions of direct observation and semi-structured interviews). The data indicated </span><em>MAT</em><span> was effective for the main learning purpose of the case, but also identified some areas for further consideration</span>

scholarly journals O TRABALHO COLABORATIVO E O DESENVOLVIMENTO PROFISSIONAL DE UM GRUPO DE PROFESSORES DOS ANOS INICIAIS: olhar para resolução de problemas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 192
Author(s):  
Sandra Alves De Oliveira ◽  
Carmen Lucia Brancaglion Passos
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Problem Solving ◽  
Teaching Practice ◽  
Collaborative Work ◽  
Early Years ◽  
Mathematical Education ◽  
Structured Interviews ◽  
Desarrollo Profesional ◽  
Video Material

 Este artigo é parte de uma pesquisa de natureza descritiva e interpretativa, que investigou desafios, dilemas, saberes e aprendizagens que emergem no processo de formação continuada de professores dos anos iniciais ao estudarem e utilizarem a metodologia da resolução de problemas nas aulas de matemática em um ambiente de formação na perspectiva de trabalho colaborativo. O objetivo deste texto é apresentar como os participantes foram modificando o olhar que tinham para a resolução de problemas e como incorporaram a resolução de problemas como estratégia metodológica para ensinar matemática nos anos iniciais. Dezesseis professores dos anos iniciais participaram da Atividade Curricular de Integração Ensino, Pesquisa e Extensão (ACIEPE): “A matemática nos anos iniciais: programa de formação contínua de professores dos anos iniciais da Secretaria Municipal de Educação de São Carlos”, durante o primeiro semestre de 2011, para estudar, discutir e refletir sobre suas práticas ao trabalhar com a metodologia da resolução de problemas em aulas de matemática dos anos iniciais. Os dados empíricos foram construídos através de questionário, entrevistas semiestruturadas, registro em áudio e vídeo, material escrito, diário de campo reflexivo produzido pelos professores participantes e pela pesquisadora, que atuou como formadora e acompanhou ações dos professores nas aulas de matemática em suas escolas. A análise dos dados indica que a abordagem do tipo trabalho colaborativo contribuiu para que os professores participantes ressignificassem saberes e concepções sobre resolução de problemas nas aulas de matemática e implementassem práticas mais significativas em suas aulas. Palavras-chave: Prática docente. Resolução de problemas. Formação matemática. Desenvolvimento profissional. Trabalho colaborativo.THE COLLABORATIVE WORK AND THE PROFESSIONAL DEVELOPMENT OF A GROUP OF TEACHERS OF THE INITIAL YEARS: look at resolvin solving Abstract: This article is part of a research of a descriptive and interpretative nature that investigated the challenges, dilemmas, knowledge and learning that emerge in the process of continuous teacher education of teachers of the early years when studying and using the methodology of problem solving in mathematics classes in a teacher education environment in the perspective of collaborative work. The purpose of this words is to present how the participants modified their gaze for problem solving and how they incorporated problem solving as a methodological strategy for teaching mathematics in the early years. Sixteen teachers from the initial years participated in the Curriculum Activity of Teaching, Research and Extension (ACIEPE): "Mathematics in the initial years: a continuous education teacher program for teachers of the initial years of the Municipal Secretary of Education of São Carlos", during the first semester of 2011, to study, discuss and reflect their practices to work with a methodology of problem solving in math classes of the early years. The empirical data were constructed through a questionnaire, semi-structured interviews, audio and video records, written material, reflective field diary produced by the participating teachers and the researcher, who acted as a teacher and monitored teachers actions in the math classes in their schools. The data analysis indicates that the collaborative work approach contributed to the participating teachers to re-characterize knowledge and problem solving concepts in math classes and to implement more meaningful practices in their classes.Keywords: Teaching practice. Problem solving. Mathematical education. Professional development. Collaborative work. EL TRABAJO COLABORADOR Y EL DESARROLLO PROFESIONAL DE UN EQUIPO DE PROFESORES DE LOS AÑOS INICIALES: la mirada para la resolución de problemas Resumen: Este artículo hace parte de una pesquisa de naturaleza descriptiva y interpretativa, que investigó desafios, dilemas, saberes y aprendizájenes que emergen en el proceso de formación continua de profesores de los años iniciales al estudiaren y utilizaren la metodología de la resolución de problemas en las clases de matemáticas en un ambiente de formación en la perspectiva de trabajo colaborador. El objetivo de este texto es presentar cómo los participantes fueron cambiando la mirada que tenían para la resolución de problemas y cómo incorporaron la resolución de problemas como estratégias metodologicas para la enseñanza de matemáticas los años iniciales. Dieciséis profesores de los años iniciales participaron de Actividad Curricular de Integración Ensenãnza, Pesquisa y Extensión (ACIEPE): “Las matemáticas los años inciales: programa de formación continua de profesores de los años iniciales de la Secretaria Municipal de Educación de São Carlos”, durante el primer semestre de 2011, para estudiar, discutir y reflexionar sobre sus prácticas al  trabajar con la metodología de la resolución de problemas en clases de matemáticas de los años iniciales. Los datos empíricos fueron construídos a través de cuestionario, entrevistas semiestructuradas, registro en audio y vídeo, material escrito, diario de campo reflexivo producido por los profesores participantes y por la pesquisadora, que actuó como instructora y acompañó las acciones de los profesores  en las clases de matemáticas en sus escuelas. El análisis de los datos indica que el abordaje  del tipo de trabajo colaborador contribuyó para que los profesores participantes replanteasen saberes y concepciones sobre la resolución de problemas en las clases de matemáticas y implementasen prácticas más significativas en sus clases.Palabras clave: Práctica docente. Resolución de problemas. Formación en matemáticas. Desarrollo profesional. Trabajo colaborador. 

scholarly journals WhatsApp-Mediated Language Teachers’ Reflection of Classroom Practice: Experience of Indonesian Context

2019 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Agus Prayogo ◽  
Lulut Widyaningrum
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
Language Teachers ◽  
Online Environment ◽  
Teaching Approaches ◽  
Practice Experience ◽  
Teacher Professional

This qualitative case study examines language teachers’ reflective practice mediated by WhatsApp application and addresses the topics mostly reflected in the eight topics of classroom practice and the problems faced. A total of 537 entries of chats written, the most common topic of reflection entries is about general teaching approaches. Time restraint and writing chats in English become significant problems of the reflective practice. The practice has provided an online environment that lets teachers interact and share with colleagues to construct knowledge and evaluate teaching practice that beneficial for teacher professional development. Teachers have gained benefits from online reflection collaboration with other teachers, but most of them take into account the need for an online reflection setting that gives freedom to use the language that they are comforted with

scholarly journals Reluctance to Accept Palliative Care and Recommendations for Improvement: Findings From Semi-Structured Interviews With Patients and Caregivers

2021 ◽  
pp. 104990912110126
Author(s):  
Valeria Cardenas ◽  
Anna Rahman ◽  
Yujun Zhu ◽  
Susan Enguidanos
Keyword(s):  
Palliative Care ◽  
Controlled Trial ◽  
Insurance Coverage ◽  
Healthcare Providers ◽  
Health Condition ◽  
Insurance Companies ◽  
Structured Interviews ◽  
Care Services ◽  
Home Based ◽  
Palliative Care Services

Background: Despite some insurance plans now paying for home-based palliative care, recent reports have suggested that insurance coverage for palliative care may be insufficient in expanding patient access to home-based palliative care. Aim: To identify patients’ and caregivers’ perceived barriers to home-based palliative care and their recommendations for overcoming these barriers. Design: We conducted a qualitative study using semi-structured individual interviews. Our interview protocol elicited participants’ perspectives on home-based palliative care services; positive and negative aspects of the palliative program explanation; and suggestions for improving messaging around home-based palliative care. Setting/Participants: Twenty-five participants (patients, proxies, and their caregivers) who were eligible for a randomized controlled trial of home-based palliative care were interviewed by telephone. Results: Themes related to home-based palliative care referral barriers included reluctance to have home visits, enrollment timing, lack of palliative care knowledge, misconceptions about palliative care, and patients’ self-perceived health condition. Themes related to recommendations for overcoming these obstacles included ensuring that palliative care referrals come from healthcare providers or insurance companies and presenting palliative care services more clearly. Conclusion: Findings reinforce the need for additional palliative care education among patients with serious illness (and their caregivers) and the importance of delivering palliative care information and referrals from trusted sources.

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