The Impact of Education Resources and Teacher’s Professional Development Activities on Active Teaching Practices and the Relationship between Variables

2018 ◽  
Vol 36 (4) ◽  
pp. 99-132
Author(s):  
Eunsu Kim ◽  
◽  
Yujin Lee ◽  
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Active Teaching ◽  
Education Resources ◽  
The Impact ◽  
The Relationship

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

Popular musicians and instrumental teachers: the influence of informal learning on teaching strategies

2012 ◽  
Vol 29 (3) ◽  
pp. 359-370 ◽  
Author(s):  
Tim Robinson
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Informal Learning ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Learning Practices ◽  
The Relationship

This article explores the relationship between how popular musicians learn and how they subsequently teach, and considers the extent to which they incorporate their own informal learning practices into their work as teachers. A group of eight UK teachers was recruited and data collection, involving interviews and lesson observations, took place between January 2006 and December 2008. Findings are reported here in relation to two teachers in particular, whose learning histories were similar but whose teaching practices were very different. The ways they valued the results of their informal learning practices seemed to determine the extent to which they sought to replicate them in their teaching. There is evidence for the significance of learning histories, and implications for training and professional development.

scholarly journals Continuous Professional Development: A Source of Appropriate Learning Activities for Students

2019 ◽  
Vol IV (III) ◽  
pp. 466-473
Author(s):  
Muhammad Ali Shaikh ◽  
Stephen John ◽  
Kamal Haider
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Research Study ◽  
Continuous Professional Development ◽  
Quantitative Approach ◽  
Learning Activities ◽  
Classroom Teaching ◽  
Teachers Training ◽  
The Impact

The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching

scholarly journals The Impact of Mathematics Teacher Quality on Student Achievement in Oman and Taiwan

2019 ◽  
Vol 1 (2) ◽  
pp. 50-62
Author(s):  
Intisar Ambussaidi ◽  
Ya-Fei Yang
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Mathematics Achievement ◽  
Teacher Quality ◽  
Positive Impact ◽  
Eighth Graders ◽  
Least Square ◽  
School Factors ◽  
The Impact ◽  
The Relationship

Following the educational reform trend around the world, Oman and Taiwan emphasize on teacher quality to improve student learning. This study investigated the relationship between teacher quality and eighth graders mathematics achievement in Oman and Taiwan by utilizing TIMSS 2011 data. The research question examined to what extent teacher quality as defined by the measurable variables (teacher qualification, teaching practices and professional development) impacts student achievement in Oman and Taiwan. The study employed Ordinary Least Square (OLS) statistical analysis to examine the relationship between teacher quality and eighth-grade student math performance in both countries. The results show that teacher quality indicators in Oman and Taiwan have a positive impact on eighth graders mathematics achievement. However, teacher quality variables that influence student achievement in both countries vary depending on the education context, student characteristics and school factors. The study findings support policy intervention aimed at improving teacher quality and recommends providing more opportunities for participation in content-focused and pedagogical-focused professional development.

scholarly journals The relationship between active learning, course innovation, and teaching Earth systems thinking: A structural equation modeling approach

Geosphere ◽  
2019 ◽  
Vol 15 (5) ◽  
pp. 1703-1721 ◽  
Author(s):  
Nicholas A. Soltis ◽  
Karen S. McNeal ◽  
Cory T. Forbes ◽  
Diane Lally
Keyword(s):  
Professional Development ◽  
Structural Equation Modeling ◽  
Active Learning ◽  
Teaching Practices ◽  
Structural Equation ◽  
Equation Modeling ◽  
Earth Systems ◽  
The Earth ◽  
Course Changes ◽  
The Relationship

Abstract Earth systems thinking (EST), or thinking of the Earth as a complex system made up of interworking subsystems, has been shown to reflect the highest level of knowing and understanding in the geosciences. Previous work has found four frameworks of EST that repeatedly appear in the geoscience education literature. This study aims to quantitatively build on this work by employing structural equation modeling to understand the current state of EST teaching as shown by the 2016 iteration of the National Geoscience Faculty Survey (United States; n = 2615). Exploratory and confirmatory factor analyses were conducted on survey items to understand and develop three models, one for EST teaching practices, one for course changes, and one for active-learning teaching practices. Analyses revealed that reported EST teaching practices relate back to the four EST frameworks proposed in the literature. The three models explored in this study were used to build a full structural model, where it was hypothesized that active-learning teaching practices would predict EST course changes and EST teaching. However, the model revealed that EST course changes mediate, or bring about, the relationship between active-learning teaching practices and EST teaching. In other words, the relationship between active-learning and EST teaching practices is not direct. This implies the need for continued efforts to provide professional development opportunities in both active-learning teaching practices and EST, as active-learning practices are not sufficient to implicitly teach EST skills. Results also revealed that the teaching approaches that emphasize modeling and complexity sciences had the weakest relationship to the broader EST teaching practices, suggesting a need for more professional development opportunities as they relate to systems modeling, quantitative reasoning, and complexity sciences in the context of the Earth sciences.

Professional Development for Out-of-field Post-primary Teachers of Mathematics: A pre and post Analysis of the Impact of Mathematics Specific Pedagogical Training

2019 ◽  
pp. 434-439
Author(s):  
Niamh O´Meara ◽  
Fiona Faulkner
Keyword(s):  
Professional Development ◽  
Conceptual Understanding ◽  
Teaching Practices ◽  
Mathematics Curriculum ◽  
Primary Teachers ◽  
Teaching Approaches ◽  
Pedagogical Training ◽  
Part Time ◽  
Mathematics For Teaching ◽  
The Impact

The Professional Diploma in Mathematics for Teaching is a 2-year part-time programme dedicated to out of field teachers of mathematics in second level education in Ireland. The programme was introduced in Ireland after a report highlighted that 48% of second level teachers of mathematics in Ireland were not qualified to teach mathematics (Ní Ríordáin & Hannigan 2011). The programme has been running since 2012 and is currently upskilling its 6th cohort of out-of-field teachers. As part of the programme, teachers are required to undertake mathematics content modules as well as mathematics specific pedagogy modules. One such mathematics specific pedagogy module requires students to undertake five 3-hour workshops which examine mathematics content contained on the second level curriculum and offers suggestions on how to teach it for conceptual understanding. Teachers in Cohort 5 of the programme completed a questionnaire prior to completing the 5 workshops to outline how confident they felt teaching particular aspects of the second level mathematics curriculum. They were also asked to best describe the teaching approaches that they favoured at that point in time. Upon completion of the 5 workshops, this same cohort of teachers completed a similar questionnaire investigating their level of confidence in teaching the curriculum and any changes in their teaching practices that occurred as a result of participation in this module.

scholarly journals Independence of prosecutors in the Russian justice system

2019 ◽  
Vol 19 (4) ◽  
pp. 769-786
Author(s):  
S A Bochkarev
Keyword(s):  
Professional Development ◽  
Justice System ◽  
Critical Evaluation ◽  
Favorable Attitude ◽  
Public Authorities ◽  
Young Professionals ◽  
The Media ◽  
High Level ◽  
The Impact ◽  
The Relationship

Based on the data of the sociological survey, the author considers the attitude of prosecutors to their own independence and to the circumstances that can affect it. The questionnaire focused on the opinions of prosecutors and various aspects of the impact on their decisions: higher management, pressure from the media, representatives of state authorities, etc. The results of the survey prove that the relationship between the higher management and public authorities in the field of their impact on the independence of prosecutors has both functional-hierarchical and real reasons. The study revealed a coincidence of the high level of dependence on the authorities with the high level of management interference in the procedural activities of prosecutors, which allows to suggest that in most cases officials put pressure on prosecutors through their higher management. The results of the survey show that with experience the level of critical evaluation of authorities’ attempts to influence the process and the results of the prosecutors’ work increases. If young professionals do not feel rejection when face the intervention of the authorities, then with the growth of experience negative assessments of such actions appear and gradually strengthen. At the same time, the revealed indicators do not allow to say that for inexperienced prosecutors at the first stages of their professional development the phenomenon of power is unknown or unclear. On the contrary, they are familiar with it and feel the most favorable attitude towards it.

scholarly journals The interactive whiteboard: A transitional technology supporting diverse teaching practices

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Arthur Winzenried ◽  
Barney Dalgarno ◽  
Jacqueline Tinkler
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Interactive Whiteboards ◽  
Teacher Perspectives ◽  
Classroom Teaching ◽  
Software Training ◽  
The Impact ◽  
Pedagogical Changes

<span>This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.</span>

Sign in / Sign up

Export Citation Format

Share Document