scholarly journals Mathematics teachers’ reflective thinking: Level of understanding and implementation in their professional practices

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258149
Author(s):  
Abdulwali H. Aldahmash ◽  
Samar Ab. Alshalhoub ◽  
Majed A. Mohammed
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Thinking Skills ◽  
Continuous Professional Development ◽  
Self Reflection ◽  
Professional Activities ◽  
Math Teachers ◽  
Level Of Understanding

Mathematics teachers must be able to engage in self-reflection and think constructively about their professional activities to instruct students effectively. This is also important for students’ ability to solve problems in class, as well as the challenges facing them and their societies in the future. This study aimed to examine in-service math teachers’ reflective thinking skills in the context of how they are applied to their understanding of their teaching practices. The sample included 322 mathematics teachers, who responded to a questionnaire designed to elucidate how they were thinking reflectively about their teaching practice. The findings revealed that the teachers’ practices concerning all the themes of reflective thinking addressed by the questionnaire, especially their ability to self-assess, fluctuated around the intermediate, and advanced levels. The implications of our findings are discussed in terms of extensive and continuous professional development centered on supporting ongoing growth in the reflective thinking skills of in-service math teachers.

scholarly journals Investıgatıon of Reflectıve Teachıng Practıce Effect on Traınıng Development Skılls of The Pre-servıce Teachers

2017 ◽  
Vol 5 (6) ◽  
pp. 232
Author(s):  
Ufuk Töman
Keyword(s):  
Elementary Science ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Thinking Skills ◽  
Practice Effect ◽  
Elementary Science Education ◽  
Reflective Teaching ◽  
Teaching Skills ◽  
Faculty Of Education ◽  
Work Done

This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

scholarly journals Corpus linguistics and continuous professional development: participants’ prior knowledge, motivations and appraisals / Linguística de corpus e formação profissional contínua: conhecimento prévio, motivações e avaliações dos participantes

2021 ◽  
Vol 29 (2) ◽  
pp. 1485
Author(s):  
Vander Viana ◽  
Lu Lu
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Corpus Linguistics ◽  
Teaching Practice ◽  
Continuous Professional Development ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Teaching And Research ◽  
Main Barrier

Abstract: Previous studies on the application of corpus linguistics (CL) to education have primarily examined language-related contexts where students are pursuing a formal degree (e.g. undergraduate and Master’s programs). Little do we know about the informal learning of CL especially by (but not limited to) academics/professionals who are not educated and/or do not work in language-oriented fields. The present study addresses these research gaps by examining the perspective of participants in a non-credit-bearing continuous professional development (CPD) project aimed at academics/professionals in a range of disciplines, who did not need to have any prior knowledge of CL. More specifically, we administered a questionnaire to 28 participants of a UK-based CPD project on CL with a view to researching four main aspects: (i) these participants’ CL background; (ii) their motivations to participate in this type of project; (iii) the advantages and barriers of employing CL in their teaching practice; and (iv) their appraisal of corpus analysis integration in their research practice. The results point out to the role of CPD projects in democratizing access to CL education both to language-oriented and non-language oriented academics/professionals and in potentially raising their interest in CL learning. Lack of knowledge is perceived to be the main barrier in embedding corpus approaches to teaching and research, thus reinforcing the relevance of developing formal and informal CL learning opportunities for academics/professionals in different fields.Keywords: corpus linguistics; continuous professional development; educational corpus integration; evaluation of corpus use in professional practices; corpus application to teaching and research; language teacher education; translator education; interdisciplinarity.Resumo: Estudos sobre a aplicação da linguística de corpus (LC) à educação examinaram uma série de contextos diferentes – principalmente aqueles em que os alunos recebem um diploma de colação de grau (por exemplo, cursos de graduação e mestrado). No entanto, pouco se sabe a respeito da aprendizagem informal da LC, especialmente por (mas não se limitando a) acadêmicos/profissionais que não tem uma formação educacional e/ou não trabalham em áreas relacionadas aos estudos da linguagem. A presente pesquisa preenche essas lacunas, examinando a perspectiva dos participantes de um projeto de formação profissional contínua destinado a acadêmicos/profissionais de várias disciplinas, que não precisavam ter conhecimento prévio de LC. Mais especificamente, administramos um questionário a 28 participantes de um projeto de formação profissional contínua na área de LC realizado no Reino Unido com o objetivo de pesquisar quatro aspectos principais: (i) a formação educacional em LC dos participantes; (ii) suas motivações para participar desse tipo de projeto; (iii) as vantagens e barreiras de empregar a LC em suas práticas pedagógicas; e (iv) suas avaliações sobre a integração da análise de corpus em suas práticas de pesquisa. Os resultados apontam para o papel dos projetos de formação profissional contínua na democratização do acesso à educação em LC para profissionais tanto da área de estudos da linguagem quanto de outras áreas e no potencial aumento do interesse desses profissionais na aprendizagem de LC. A falta de conhecimento é percebida como a principal barreira para a incorporação de abordagens de corpus para o ensino e a pesquisa, reforçando assim a relevância do desenvolvimento de oportunidades de aprendizagem formal e informal para acadêmicos/profissionais em diferentes áreas.Palavras-chave: línguística de corpus; formação profissional contínua; integração educacional de corpora; avaliação do uso de corpora em práticas profissionais; aplicação de corpora no ensino e na pesquisa; formação de professores de línguas; formação de tradutores; interdisciplinaridade. 

scholarly journals Exploring novice EAP teacher’s self-reflection as a platform for professional development

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
English Education ◽  
Single Case ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Theory And Practice ◽  
Self Reflection ◽  
Development Data

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.

Constructivist E-Learning for Staff Engaged in Coninuous Professional Development

2011 ◽  
pp. 146-159 ◽  
Author(s):  
Roisin Donnelly ◽  
Ciara O’Farrell
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Continuous Professional Development ◽  
Advantages And Disadvantages ◽  
Design And Implementation ◽  
E Learning ◽  
The Republic ◽  
Constructivist Practices

Professional development for academic staff in e-learning is currently a priority for higher education institutions in the Republic of Ireland, as lecturers experience increasing demands to incorporate e-learning into their teaching practice. This chapter reports on the design and implementation of a blended module in e-learning for the continuous professional development of such lecturers. In it the co-authors (who designed and developed the module) discuss the effectiveness of exposing lecturers as online students in order to experience first-hand the advantages and disadvantages of e-learning. It argues that a constructivist, collaborative interaction can provide the scaffolding for lecturers’ future journeys into e-learning and into constructivist practices within their own teaching. Although this approach is still in its infancy, important outcomes were achieved in terms of influencing lecturers’ thinking and approaches to both their own and to their students’ learning.

PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow

2011 ◽  
Vol 16 (1) ◽  
pp. 155
Author(s):  
Adi Rahmat ◽  
Amprasto M.Si. ◽  
Dr. Riandi ◽  
Dr. Saefudin ◽  
Nono Sutarno
Keyword(s):  
Professional Development ◽  
Education And Training ◽  
Continuous Professional Development ◽  
Professional Activity ◽  
Biology Teacher ◽  
Biology Teachers ◽  
West Java ◽  
Professional Activities ◽  
Professional Quality ◽  
And Training

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program

scholarly journals International Approaches to Professional Development for Mathematics Teachers

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Atinuke Y Adeyemi
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Power Relations ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Theoretical Framework ◽  
Continuous Professional Development ◽  
Classroom Context ◽  
Research And Practice ◽  
Rich Description

This book provides a rich description of the experiences and innovative approaches established in various countries to support the professional development of practising mathematics teachers. Many of these approaches are based on classroom context and considered the practitioners’ viewpoints. The analyses in various chapters help elucidate how the approaches articulate with practice, the contributions of teachers and teacher educators/researchers, and the fundamental theoretical framework directing the researchers. The chapters cover various aspects, including the main trends and issues in the education of practising mathematics teachers, the changes in their role during their careers, the learning that occur between teachers and teacher educators/researchers, and the hidden power relations in the collaboration between the two groups. There are indications that the formal and informal experiences of mathematics teachers, all through their careers, can contribute to their professional development and that the viewpoints of teachers and their practical knowledge must be genuinely considered in order to construct critical professional development experiences. In essence, the book offers new ways of creating continuous professional development that would help bridge the gap between research and practice.

scholarly journals Rural Teachers Learning Bioanalytical Engineering

2019 ◽  
Vol 11 (1) ◽  
pp. 31-40
Author(s):  
Patricia L Hardré ◽  
Mark A. Nanny‎ ◽  
Shaida Morales ◽  
Regina Kenton ◽  
Laura Lewis ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Learning Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Experience ◽  
Design Development ◽  
Rural Teachers ◽  
Math Teachers ◽  
High School Math

Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET ), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the University of Oklahoma and the Center for Bioanalysis. As participants, teachers applied and were accepted to participate in a seven-week summer research experience to connect bioanalytical engineering and their research experiences into their classrooms and to stimulate their students’ critical thinking skills. The following narrative and analysis chronicle the teams’ design, development and learning experience in redesigning the seven-week professional development for rural science and math teachers.

scholarly journals Teachers Views and Perceptions towards the Lesson Study Processes

2011 ◽  
Vol 1 (1) ◽  
pp. 41-51
Author(s):  
Wahyudi Wahyudi ◽  
Warabhorn Preechaporn
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Continuous Professional Development ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Specific Circumstance ◽  
Professional Renewal

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.

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