Middle School Teachers' Class Recognition and Attitudes According to the Co-teaching Methods and Professional Development

2020 ◽  
Vol 33 (4) ◽  
pp. 115-142
Author(s):  
Jaehong Jang ◽  
AeYoung Cho ◽  
Innwoo Park
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
Teaching Methods ◽  
School Teachers

Improving Middle School Teachers' Reasoning about Proportional Reasoning

2003 ◽  
Vol 8 (8) ◽  
pp. 398-403
Author(s):  
Charles S. Thompson ◽  
William S. Bush
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
Middle Grades ◽  
Proportional Reasoning ◽  
Development Project ◽  
School Teachers

Article describes a professional development project to increase teachers' understanding of proportional reasoning, the thinking patterns associated with proportional reasoning, and the applications of proportional reasoning across the middle-grades curriculum.

scholarly journals Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

2019 ◽  
Vol 11 (5) ◽  
pp. 1238 ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina ◽  
Sara Frate
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
Social Sustainability ◽  
Intercultural Education ◽  
School Teachers ◽  
Training Course ◽  
Mass Migration ◽  
Professional Development Training ◽  
Teachers Attitudes

Background: World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods: The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results: The qualitative analysis revealed the following themes: Teachers’ attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion: The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers.

scholarly journals Middle School Teachers' Evolution of TPACK Understanding through Professional Development

2016 ◽  
Author(s):  
Anthony Brill ◽  
Colin Elliott ◽  
Jennifer Listman ◽  
Catherine Milne ◽  
Vikram Kapila
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
School Teachers

scholarly journals Teachers’ Attitude towards Inclusive Education: The Case of Algerian Middle School Teachers of English

2020 ◽  
Vol 13 (10) ◽  
pp. 129
Author(s):  
Ahmed Chaouki HOADJLI ◽  
Khadidja LATRACHE
Keyword(s):  
Middle School ◽  
Inclusive Education ◽  
Middle School Teachers ◽  
Teaching Methods ◽  
Special Educational Needs ◽  
School Teachers ◽  
Disabled Students ◽  
Differentiating Instruction ◽  
Comprehensive Picture ◽  
Group A

Students with special educational needs have largely been marginalised from regular schools. As the 1900s drew to a close, the Education of All Handicapped Children Act put an end to child segregation from regular schools as an attempt to prevailing equity amongst students and promoting individual differences. Accordingly, disabled students started studying alongside their same-age peers in regular schools. This step requires from teachers to renew their teaching methods and differentiate instruction to meet all students’ needs. Inclusive Education is a teaching approach which considers students’ diverse needs and works on meeting those needs through differentiating instruction. This study aims to explore teachers’ readiness to differentiate instruction to embrace students’ needs and bypass problems associated with disabled students. Methodologically, a qualitative study was carried out principally focusing on a survey and focus group. A sample of 74 in-service middle school teachers of English was chosen as an attempt to provide a more comprehensive picture of their readiness and attitude towards the integration of inclusive education in English courses at middle schools. Ultimately, the analysis of the findings indicated that middle school teachers are ready to integrate inclusive education in their classes as a useful input to meet students’ diverse needs.

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