scholarly journals Educational Change - Easy to Say, Hard to Do: Teachers’ Perceptions towards Introducing Innovative Teaching Approaches

Educatia 21 ◽  
2020 ◽  
pp. 127-136
Author(s):  
Zehava Seter ◽  
Cristian Stan
Keyword(s):  
High School ◽  
High School Teachers ◽  
High Reliability ◽  
Pedagogical Change ◽  
Innovative Teaching ◽  
Pedagogical Innovation ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Teachers Attitudes ◽  
Confirmatory Phase

"Computers, communication, and internet technologies have led to significant changes in learning and teaching. The constructivist approach in education puts learners at the center of the teaching process and actively makes them construct their knowledge, developing 21st century skills required for tomorrow’s world. Despite advances in the process of integrating technology into teaching, a significant gap still exists between promise and actual reality. Implementation of computer technologies depends on many complex factors, one of which is teachers’ perceptions of assimilating computerization into their teaching methods. This research is part of a broader study examining techno-pedagogical change in a high school in Israel. The current study focuses on the process of constructing, testing, and validating a questionnaire examining teachers’ attitudes toward pedagogical innovation and assimilating technological skills into teaching. The validation process was done by an exploratory factor analysis to detect cases with low variability and explore the dimensionality of each survey instrument. This was complemented by a confirmatory phase. The results showed high reliability and stable dimensions in the instruments. This study's importance is in constructing an original instrument that examines the extent to which high school teachers adopt innovative pedagogies assimilating technological tools. This study may have a universal contribution because the instrument can be used across countries and cultures."

A Multimedia Learning Tool that Allows High School Teachers and their Students to Engage in Scientific Research

2010 ◽  
pp. 83-110 ◽  
Author(s):  
Jacqueline S. McLaughlin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Multimedia Learning ◽  
Scientific Research ◽  
Learning Tools ◽  
Learning Tool ◽  
School Teachers ◽  
Computer Based Learning ◽  
Computer Based ◽  
Teachers Attitudes

This chapter presents a new and different type of multimedia learning tool, the so-called “research module.” This unique, learner-centered, multimedia tool aims to create a learning environment wherein high school teachers and their students engage in higher-order, inquiry-based activities that allow them to “do” actual scientific research in the classroom. This chapter also describes the design and implementation of these computer-based resources, as well as assessment data on student learning, and perceptions of both textbooks and computer-based learning tools. It also reveals high school teachers’ attitudes toward the use of both computer-based resources and textbooks.

scholarly journals Teachers' Perceptions of Learning Technologies: An Informing Issue in High School Education

10.28945/2363 ◽  
2001 ◽  
Author(s):  
Chris Cope ◽  
Peter Ward
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
High School Teachers ◽  
Student Learning Outcomes ◽  
Learning Technologies ◽  
Teachers Perceptions ◽  
Research Findings ◽  
The Subject ◽  
Subject Material ◽  
Enhanced Learning

A study of the perceptions of learning technologies of a group of high school teachers was undertaken. Underlying the study was the research-based notion that enhanced learning outcomes are likely only if learning technologies are perceived as a means for students to seek the meaning of the subject material. The teachers were interviewed about their perceptions at the beginning and end of a two year period. The interview transcripts were analyzed using phenomenographic research approaches to identify critical variation in perception. The teachers' perceptions of learning technologies were found to have unrelated "what" and "how" components. The "what" component concerned perception of technology. The "how" component concerned perception of the nature of enhanced learning. The various perceptions were found to be inadequate with regard to the "how" component and unlikely to lead to enhanced student learning outcomes. The research findings lead to the suggestion that the teachers need professional development in the nature of enhanced learning and how learning technologies can be used in the classroom to facilitate better learning outcomes.

scholarly journals Vocational high school teachers' perceptions of organizational silence

2021 ◽  
Vol 12 (4) ◽  
pp. 856-873
Author(s):  
Sinan Girgin ◽  
Ali İlker Gümüşeli
Keyword(s):  
High School ◽  
High Schools ◽  
High School Teachers ◽  
Personal Information ◽  
Public High Schools ◽  
Vocational High School ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Organizational Silence ◽  
Academic Year

This study was conducted to determine the organizational silence perceptions of teachers who work in public high schools in the Bağcılar district, Istanbul province of Turkey, and to specify whether they differ according to different variables. The survey model was used in the study. The research was performed with 323 teachers working in vocational high schools in the Bağcılar district of Istanbul in the 2017-2018 academic year. In the study, the random sampling method was employed. The "Personal Information Form" and "Organizational Silence Scale" were used as data collection tools. In the research, descriptive statistics, the independent samples t-test, one-way analysis of variance, and the Kruskal-Wallis test were performed. The general organizational silence perceived by vocational high school teachers was found to be "low." It was revealed that the perceived organizational silence of vocational high school teachers did not vary by gender, educational level, professional seniority, subject, and union membership, while the perceived general organizational silence varied depending on age.

Middle Tennessee Teachers' Perceptions of Ideal Pupil

1977 ◽  
Vol 44 (3) ◽  
pp. 803-806 ◽  
Author(s):  
Bill Kaitsounis
Keyword(s):  
High School ◽  
High School Teachers ◽  
Rank Order ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Middle Tennessee

Torrance's Ideal Child Checklist was administered to 47 Middle Tennessee high school teachers. A rank-order correlation of .20 was found between perceptions of these teachers and perceptions held by Torrance's sample of experts on creativity.

Sign in / Sign up

Export Citation Format

Share Document