scholarly journals Use of Massive Open Online Courses (MOOCs)  In the professional development of science teachers Jeddah

2019 ◽  
Vol 3 (10) ◽  
Author(s):  
Mounira Mohammed Al-Raghbi
Keyword(s):  
Professional Development ◽  
Standard Deviation ◽  
Science Teachers ◽  
Achievement Test ◽  
Impact Measurement ◽  
Continuous Training ◽  
Satisfaction Questionnaire ◽  
Distance Training ◽  
Strongly Agree ◽  
The Impact

    The current research aimed to identify the effectiveness of MOOCs as an electronic training platform for the professional development of science teachers in Jeddah. The researcher used the semi-experimental approach in a one-group design. The experiment was applied to the basic sample of research (30) Education East Jeddah Girls, who received the active learning course through direct training, were randomly selected unintentionally. The researcher used two tools to collect information and data related to the study: N of (20) paragraph tribal dish and Uday, in addition to a questionnaire to measure the sample satisfaction MOOCs as a platform for distance training, consisting of (48) paragraph. The data of this study were analyzed using the statistical packages of social programs (SPSS) according to the following statistical methods: arithmetical mean, standard deviation and t value for the pre-test and final test scores by t-test for two independent sample samples, Eta coefficient of impact measurement, Cronbach's Alpha coefficient for measurement of test stability, consistency of satisfaction criterion, and arithmetic averages and standard deviations of responses of study group members in the satisfaction questionnaire. The study reached several results, the most important of which are: -MOOCs achieved an efficiency level in the results of the achievement test with an average of (5.17) score for pre-test compared to (19.63) in the post-test. -The size of the calculated effect reached (0.99). This means that the size of the impact is great for the use of open source electronic courses (MOOCs) in the professional development of science teachers in Jeddah. -There is satisfaction with science teachers on the use of MOOCs in their professional development, where the mean is 4.37, indicating that there is satisfaction (strongly agree) on the questionnaire of satisfaction with the use of MOOCs as a distance training platform for the professional development of them -The standard deviation of the general arithmetic mean (0.119), which is a value and a sign of the great homogeneity between the responses of the members of the research sample (science parameters) on the expressions of satisfaction questionnaire In light of the results, the researcher presented a set of recommendations, the most important of which are: - To promote the culture of e-learning using electronic educational platforms MOOCs. - Provide open and continuous training programs for in-service teachers for their effectiveness and development. - Offering more training courses for electronic platforms carrying the specifications of MOOCs - Taking advantage of the current study tools, namely (the achievement test- the measure of satisfaction) to assess the   impact of professional development For science teachers in Jeddah.      

Target Inquiry

2017 ◽  
pp. 383-416
Author(s):  
Tanya Gupta ◽  
Deborah Herrington ◽  
Ellen J. Yezierski
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Science Teachers ◽  
Effective Teacher ◽  
Teacher Experiences ◽  
Study Approach ◽  
Change In Teacher Practice ◽  
Teacher Professional ◽  
The Impact

Researchers have identified several features of effective teacher professional development. Yet, there is little research on long-term Professional Development (PD) programs that provides information on the impact of such programs on in-service teacher experiences and practice during long-term PD. A qualitative case-study approach was used to investigate the impact of the Target Inquiry (TI), a long-term PD program, on change in teacher practice and the factors that support or impede these changes. The TI program is for science teachers who wish to earn a Master of Education focused on advanced content or to complete a 15-credit certificate program. Bell & Gilbert's model of teacher development and Spillane's model of teacher enactment of reforms were used as a frameworks to examine change. Teachers reported that participating in long-term PD, when combined with the necessary tools, resources, and strategies empowered them to embrace an inquiry-based practice.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

The impact of a leader’s demographic and professional characteristics on employee motivation

2019 ◽  
Vol 41 (1) ◽  
pp. 119-141 ◽  
Author(s):  
Irene Campos-García ◽  
José Ángel Zúñiga-Vicente
Keyword(s):  
Professional Development ◽  
Teacher Motivation ◽  
Positive Impact ◽  
Employee Motivation ◽  
Continuous Training ◽  
Policy Action ◽  
Content Type ◽  
Upper Echelons Theory ◽  
Career Experience ◽  
The Impact

Purpose Building on Upper Echelons Theory and prior research on strategic leadership, the purpose of this paper is to examine the possible effect on employee motivation of two sets of characteristics related to leaders: demographic (gender and age); and professional development (tenure, prior career experience in the organization and training). Design/methodology/approach The empirical analysis is based on data from a survey of Spanish educational organizations (secondary schools). The hypotheses are tested using hierarchical multiple regression analysis estimations. Findings The results reveal that the characteristics linked to a leader’s professional development have a significant impact on employee (teacher) motivation. Specifically, a long tenure in office has a negative effect, while prior career experience in an organization and continuous training have a positive impact. However, none of the leader’s demographic characteristics considered in the study has a significant impact on teacher motivation. Practical implications Several lines of managerial and educational policy action are suggested for improving employee (teacher) motivation, especially in the specific case of the schools considered here. Originality/value This study is one of the first attempts to explore what impact certain leaders’ characteristics have on employee motivation.

scholarly journals The impact of instructional aids on academic achievement of biology students in higher institutions of learning in Potiskum Local Government Area, Yobe State

2021 ◽  
Vol 9 (1) ◽  
pp. 172-178
Author(s):  
Jemila Mohammed Suraj ◽  
Maryam Sule Yusuf ◽  
Gambo Bukar ◽  
Mohammed Tijjani ◽  
Adamu Mallam Ibrahim
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Achievement Test ◽  
Biology Teachers ◽  
Biology Students ◽  
Instructional Aid ◽  
Instructional Aids ◽  
Visual Materials ◽  
Higher Institutions ◽  
The Impact

In this study, attempts was made to examine the influence of audio-visual instructional aid on students’ academic achievement in Biology in some selected higher institutions of learning in Yobe State. There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose the objectives of the study was to identify the forms of instructional aids provided in higher institutions, to determine the utilization of instructional aids by teachers of higher institutions of learning, to determine the impact of instructional aids on academic achievement of Biology major students in higher institutions of learning to identify the challenges associated with instructional aids used by Biology teachers in higher institutions of learning in Potiskum Local government area Yobe state. The population of the study comprises of 500 Biology students’ from the following schools, Federal College of Education (technical) Potiskum and College of administration Management and Technology (CAMTECH) Potiskum. Twenty (20) Biology teachers representing the entire population of biology teachers in the two institution was used in the study. The instrument for data collection was Biology achievement test (pat) and structured questionnaire. Fifteen (15) items Biology achievement test (pat) was constructed from topics in the Biology curriculum. The data collected was analyzed using mean, standard deviation. Scores of different groups was computed. Results of the experimentation was used to answer research question. The result shows that the schools lacks functional audio materials for teaching biology at efficient level, the mean and standard deviation of 3.48 and 1.65 is an indication that there is no functional audio materials for effective teaching and learning Biology in the selected institutions. Where there is poor or no available audio materials the rate of utilization is basically not feasible. Similarly audio visual materials are not in use. the use of instructional materials in teaching Biology in the selected higher institutions shows a positive result, it is obvious that electricity and access to the instructional aid is not a problem in the schools but the main challenges faced by the teachers are inadequate lecture period that will warrant the use of audio-visual materials in teaching, poor or no constant monitoring of the lesson by the school administrators, lack of instruction assistant to help the teachers in fixing this gadgets before and during the lecture has contributed immensely to poor academic performance of the students in the selected higher institutions respectively. Technical know-how is a factor of concern poor knowledge of the gadgets by the teachers and the assistant is also a point of concern.

scholarly journals Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Todd Campbell
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Science Teachers ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Science Teacher Education ◽  
Pilot Project ◽  
National Standards ◽  
Service Science ◽  
The Impact

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

scholarly journals Impact of teacher qualification on students’ achievement in Science

2020 ◽  
Vol 3 ◽  
pp. 61-79
Author(s):  
Kamal Prasad Koirala ◽  
Gem Prasad Gurung ◽  
Prakash Wagle
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Science Teachers ◽  
Science Achievement ◽  
Positive Impact ◽  
Survey Design ◽  
Primary Data ◽  
Teacher Qualification ◽  
Trained Teachers ◽  
The Impact

This paper analyzed the teachers' qualification and its impact on students’ science achievement in Gorkha district. The purpose of this study was to find out the impact of teacher qualification on student achievement in science teaching and to compare the science achievement of the students taught by trained and untrained teachers. The nature of this study is a mixed-method approach with survey design. To fulfil the objectives of the study, the researchers selected 15 public schools from Gorkha district as a sample, where 5 schools have under Bachelor’s Graduates and 5 schools have Bachelor’s or above graduates but have not teachers’ professional development (TPD) training and 5 schools have Bachelor’s or above graduates having TPD training science teachers. For this study, 15 science teachers and 672 students were selected as a sample by random sampling method. The researchers reviewed the District Level Examination (DLE) result of Gorkha district in the academic year 2016/17. The data was collected from the district education office document of Gorkha district. The primary data were collected through one-week classroom observation and students’ interviews. The study shows that higher qualification teachers, as well as trained teachers, have more techniques and skills of teaching, using methods, materials, evaluation scheme, feedback and other extra activities than the lower qualification and untrained teachers. Also, the result indicates that the science achievement of students taught by trained teachers is greater than the students taught by untrained teachers. Therefore, teacher professional development training and qualification have a positive impact on science learning.

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