scholarly journals Evaluation of Madaris Curriculum Integration for Primary Muslim Education in Mindanao: An Assessment of The Influence of Psychology

2020 ◽  
Vol 1 (2) ◽  
pp. 89-100
Author(s):  
Kamarodin Abas Abdulkarim ◽  
Fitriah M. Suud
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Quantitative Research ◽  
Sampling Method ◽  
Curriculum Integration ◽  
Psychological Effects ◽  
Qualitative And Quantitative ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Islamic Values

This study evaluated the Madaris curriculum integration for Muslim primary education in Mindanao. It assessed the psychological effects of such integration on teachers and students in Arabic writing and reading, religiosity, Islamic values, and teacher professional development. This qualitative and quantitative research used a descriptive-evaluative design. The purposive sampling method was used to collect data using a questionnaire which was analyzed statistically. This study showed that the psychological effects of integrating teachers and students to Arabic writing and reading, religiosity, Islamic values, and teacher professional development worked well. Both teachers and students demonstrated the ability to write and read Arabic, values about God, Islam, people, the nation, and the environment.

scholarly journals Exploring Blended Learning for Science Teacher Professional Development in an African Context

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Bopelo Boitshwarelo
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Teachers And Students ◽  
Science Teacher Professional Development ◽  
African Context ◽  
Teacher Professional ◽  
Culture Of Teaching ◽  
And Training

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.

scholarly journals Gene Annotation in High Schools: Successful Student Pipeline and Teacher Professional Development in Bioscience Using GENI-ACT

2021 ◽  
Vol 11 ◽  
Author(s):  
Stephen T. Koury ◽  
Shannon Carlin-Menter ◽  
Rama Dey-Rao ◽  
Kimberle Kelly
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Professional Development ◽  
High School Teachers ◽  
Genome Annotation ◽  
Undergraduate Teaching ◽  
School Teachers ◽  
School Year ◽  
Teachers And Students ◽  
Teacher Professional

Knowledge of genomics is an essential component of science for high school student health literacy. However, few high school teachers have received genomics training or any guidance on how to teach the subject to their students. This project explored the impact of a genomics and bioinformatics research pipeline for high school teachers and students using an introduction to genome annotation research as the catalyst. The Western New York-based project had three major components: (1) a summer teacher professional development workshop to introduce genome annotation research, (2) teacher-guided student genome annotation group projects during the school year, (3) with an end of the academic year capstone symposium to showcase student work in a poster session. Both teachers and students performed manual gene annotations using an online annotation toolkit known as Genomics Education National Initiative-Annotation Collaboration Toolkit (GENI-ACT), originally developed for use in a college undergraduate teaching environment. During the school year, students were asked to evaluate the data they had collected, formulate a hypothesis about the correctness of the computer pipeline annotation, and present the data to support their conclusions in poster form at the symposium. Evaluation of the project documented increased content knowledge in basic genomics and bioinformatics as well as increased confidence in using tools and the scientific process using GENI-ACT, thus demonstrating that high school students are capable of using the same tools as scientists to conduct a real-world research task.

Innovations in the Use of Technology and Teacher Professional Development

2010 ◽  
pp. 169-189 ◽  
Author(s):  
Donald E. Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The University ◽  
Enhanced Learning ◽  
Programme Delivery

This chapter explores the innovative uses of technology for teachers’ professional development as well as its impact in the classroom on learning and teaching. Two international case studies are included. The first outlines technological innovations in graduate programme delivery within the university context in Canada. The second case presents a multi-dimensional professional development initiative in Australia which has influenced teachers’ and students’ learning. Two models are described: the macrooriented “Webs of Enhanced Practice” that addresses the professional development of educators and experts; and the micro-oriented “Webs of Enhanced Learning” focusing on the learning occurring at the classroom level. These two models represent innovations in the use of technology as they conceptualise the eclectic use of multi-modal, varied technologies to advance the professional development of communities of learners.

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