scholarly journals Educative Mentoring:  Challenges and Enablers of Implementation in an Intermediate School Context

2021 ◽  
Author(s):  
◽  
Sarah Catherine Mary Patterson
Keyword(s):  
Beginning Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Implementation Process ◽  
Teaching Profession ◽  
Mentor Teachers ◽  
Intermediate School ◽  
On Line ◽  
Trained Teachers ◽  
Educative Mentoring

<p>An effective mentoring programme has a positive effect on the quality of teaching, student achievement, the retention of trained teachers and the teaching profession as a whole and the importance of mentoring beginning teachers cannot be overstated. Recently, there has been a shift in thinking on the most effective way to mentor beginning teachers. This shift has been away from a mentoring approach that only provides support and guidance towards educative mentoring which both challenges and transforms teaching practice and is based on a co-constructed learning relationship. In 2012, the New Zealand Teachers Council introduced guidelines into schools to assist mentor teachers in the educative mentoring of beginning teachers. The purpose of this case study was to examine how effectively one intermediate school was implementing these guidelines, identify challenges involved in the implementation process and describe the conditions necessary to support effective, educative mentoring. To answer the research questions, data was collected through an on-line survey, focus groups and an interview. The findings indicated that while both the mentors and beginning teachers felt that the guidelines were being implemented, neither group believed the mentoring process at the school was particularly effective. The biggest challenge to the implementation of the guidelines was differing perceptions of the purpose and potential of a mentoring programme. The beginning teachers, mentor teachers and principal all held differing views on the purpose of mentoring, leading to other challenges including the lack of clarity around procedures and expectations and tension between assistance and assessment.</p>

scholarly journals Educative Mentoring:  Challenges and Enablers of Implementation in an Intermediate School Context

2021 ◽  
Author(s):  
◽  
Sarah Catherine Mary Patterson
Keyword(s):  
Beginning Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Implementation Process ◽  
Teaching Profession ◽  
Mentor Teachers ◽  
Intermediate School ◽  
On Line ◽  
Trained Teachers ◽  
Educative Mentoring

<p>An effective mentoring programme has a positive effect on the quality of teaching, student achievement, the retention of trained teachers and the teaching profession as a whole and the importance of mentoring beginning teachers cannot be overstated. Recently, there has been a shift in thinking on the most effective way to mentor beginning teachers. This shift has been away from a mentoring approach that only provides support and guidance towards educative mentoring which both challenges and transforms teaching practice and is based on a co-constructed learning relationship. In 2012, the New Zealand Teachers Council introduced guidelines into schools to assist mentor teachers in the educative mentoring of beginning teachers. The purpose of this case study was to examine how effectively one intermediate school was implementing these guidelines, identify challenges involved in the implementation process and describe the conditions necessary to support effective, educative mentoring. To answer the research questions, data was collected through an on-line survey, focus groups and an interview. The findings indicated that while both the mentors and beginning teachers felt that the guidelines were being implemented, neither group believed the mentoring process at the school was particularly effective. The biggest challenge to the implementation of the guidelines was differing perceptions of the purpose and potential of a mentoring programme. The beginning teachers, mentor teachers and principal all held differing views on the purpose of mentoring, leading to other challenges including the lack of clarity around procedures and expectations and tension between assistance and assessment.</p>

scholarly journals Problems Faced by Pre-Service Teachers’ During Teaching Practice

2018 ◽  
pp. 184-188
Keyword(s):  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Teaching Profession ◽  
Mentor Teachers ◽  
Pedagogical Practices ◽  
Esl Teachers ◽  
Pedagogical Strategies ◽  
Planning Stage ◽  
Differentiated Learning

Pre-service teacher’s entry into the teaching profession may seem to appear very exciting at the beginning as they will use this platform to showcase and share the knowledge they have obtained to transfer theories into practice to educate the learners in the school context. Ironically, all this excitement would be transformed into anxiety due to the problems and conflicts they faced during their practicum. The main objective of this study is to investigate pre-service teachers’ problems faced during their teaching practice. A qualitative case study research design was employed in this study. Four pre-service ESL teachers volunteered to participate in the study. All the four pre-service teachers were interviewed. The pre-service teachers were observed twice to look into their pedagogical practices employed in the classroom. Findings revealed that pre-service teachers struggle to continue the lesson from the planning stage right to the implementation and final stage. The pre-service teachers were unable to adhere to the mentor teachers’ instruction to implement activities for differentiated learning meant for the weak, average and upper intermediate learners. Lack of understanding and knowledge in applying the pedagogical strategies for teaching purposes was the main problem uncovered.

scholarly journals (TRANS)FORMAÇÕES DO PROFESSOR NO CONTEXTO DA ESCOLA DE EDUCAÇÃO ESPECIAL: CONTRIBUIÇÕES DA TEORIA HISTÓRICO-CULTURAL

2021 ◽  
Vol 18 (1) ◽  
pp. 32-48
Author(s):  
Daniel Novaes ◽  
Ana Paula de Freitas
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching Practice ◽  
School Context ◽  
Theoretical Framework ◽  
Autism Spectrum ◽  
Transformation Process ◽  
Teaching Profession ◽  
Spectrum Disorder ◽  
Pedagogical Practice ◽  
Special Education School

The complexity of the autism spectrum disorder has mobilized the teaching profession in the school context. So, it is necessary to reflect on teacher training to deal with the teaching of students with that diagnosis. This paper, which is the result of a master's research carried out in a special education school located in a country town in the state of São Paulo, aims to discuss how the teacher, who becomes a researcher of his own practice, articulates the relationships between the cultural-historical theoretical framework and the pedagogical practice. The participants were the teacher, graduated in Pedagogy with a Masters Degree in Education, and his student with autism spectrum disorder. During the school year, the teacher recorded his classes on video, which waslater transcribed. When basing his practice on the aforementioned theory, he started to consider activities that favored the student's immersion in the symbolic sphere, having as a primordial element, the role of sign language. The microgenetic analyzes show evidence that: 1. the change in teaching practice was a (in) tense process; 2. the comings and goings of the transformation process reveal the tensions between the appropriation of a theoretical framework and the way of carrying out the pedagogical practice; 3. the production of pedagogical knowledge comes from the movement between theory andpractice.

scholarly journals Řízení třídy: studenti učitelství a jejich provázející učitelé

2020 ◽  
Author(s):  
Kateřina Vlčková ◽  
Kateřina Lojdová ◽  
Josef Lukas ◽  
Jan Mareš ◽  
Lucie Škarková ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Mentor Teachers ◽  
Experienced Teachers ◽  
Need For Closure ◽  
Instructional Management

Classroom management is one of the decisive factors in the case of beginning teachers regarding whether they remain in the profession and in the case of experienced teachers regarding their satisfaction in the profession. For beginning teachers, it is an area that they seldom learnt at their faculties and that they learn first in their teaching practice. Yet when teachers are not able to manage their class, they are not able to teach their pupils something either. The monograph presents findings about student teachers in their teaching practice and their mentor teachers at lower secondary schools. Our research is based on classroom observation, interviews, and questionnaires. We study behavioural and instructional management and describe their relation to need for closure.

scholarly journals Providing online STEM workshops in times of isolation

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
Robert Weinhandl ◽  
Susanne Thrainer ◽  
Zsolt Lavicza ◽  
Tony Houghton ◽  
Markus Hohenwarter
Keyword(s):  
Grounded Theory ◽  
Success Factors ◽  
Qualitative Interview ◽  
Strong Impact ◽  
Learning And Teaching ◽  
Learning Barriers ◽  
On Line ◽  
Trained Teachers ◽  
And Mathematics ◽  
Interview Studies

AbstractThe global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbling blocks for designing and implementing online STEM workshops, we conducted a qualitative interview-based study with a selection of eight experts in the summer and autumn 2020, i.e. after the STEM workshops. The experts were Austrian and German teachers who planned and implemented STEM workshops for students age 10 to 18. Our collected data was examined using techniques of grounded theory approaches. Using techniques of qualitative interview studies and grounded theory approaches, we found that removing learning barriers and creating new types of learning spaces, online socio-constructivist learning, and teachers' TPACK for STEM Workshops are important factors when considering and designing STEM workshops for online learning environments. These same factors will also be central when planning and implementing online STEM workshops in post-COVID-19 times. To facilitate student participation and to increase social interaction are critical elements for practitioners working on online STEM workshops—both during and after COVID-19. Highly trained teachers with in-depth technical, pedagogical, and content skills are essential to facilitate participation and interactions among students, teachers, and learning contents.

scholarly journals Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes

ZDM ◽  
2021 ◽  
Vol 53 (5) ◽  
pp. 1073-1084 ◽  
Author(s):  
Barbara Jaworski ◽  
Despina Potari
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teaching Practice ◽  
Implementation Process ◽  
Developmental Model ◽  
Mathematical Tasks ◽  
Learning And Development ◽  
Theory Analysis ◽  
Project Proposal ◽  
Trace Learning

AbstractThis paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.

Questions in secondary classrooms: Toward a theory of questioning

2021 ◽  
pp. 147787852110430
Author(s):  
Kimberly Alexander ◽  
Charles H. Gonzalez ◽  
Paul J. Vermette ◽  
Sabrina Di Marco
Keyword(s):  
Effective Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Secondary Classrooms ◽  
Good Question ◽  
Effective Manner ◽  
Three Components

At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.

scholarly journals El perfil del docente competente de Humanidades y Ciencias Sociales en el bachillerato mexicano desde la perspectiva del alumno

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 353-376
Author(s):  
Erika López Rodríguez
Keyword(s):  
Social Sciences ◽  
High School ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Teacher Assessment ◽  
Modus Operandi ◽  
Item Questionnaire ◽  
Teaching Competence ◽  
Leadership Evaluation ◽  
Education Model

En este trabajo se presenta el perfil que deben tener los docentes de bachillerato en el área de Humanidades y Ciencias Sociales conforme las inquietudes expresadas por los estudiantes de una escuela pública vespertina del Poniente de Mérida. Se elaboró un instrumento en escala Likert con 48 ítems que midió doce competencias obtenidas de los trabajos de connotados investigadores y de la literatura oficial mexicana que sirvió como referente. El cuestionario empleado para esta investigación fue piloteado y validado por jueces, en su confiabilidad reportó 0.94 de alfa de Crombach.Cada vez se torna necesario crear perfiles para puestos laborales, como es el caso de la docencia, a fin de crear parámetros observables de actuación profesional. En los perfiles se detallan las dimensiones de actuación y los descriptores que dictaminan el modus operandi del quehacer áulico. En el modelo por competencias estos perfiles señalan las actitudes, habilidades y conocimientos que son deseables en un docente. Estos perfiles dan la pauta para hacer una adecuada evaluación de la docencia. Los resultados se analizaron a través del software estadístico SPSS v.21, mediante frecuencias y porcentajes y comparación de medias. En la interpretación se discriminó en favor de los polos positivos que implicaban la elección racional del alumno de la competencia docente. Se encontró que todas las competencias fueron importantes, mas no todos los descriptores resultaron del agrado de los alumnos. Al final se presenta un listado con las competencias mejor evaluadas: preparación académica, comunicación asertiva, liderazgo, evaluación y ecología educativa. This paper explains the profile that teachers in high school should have in the field of humanities and social sciences according to the aims expressed by the students of a public night high school in the West of Merida. Students were asked to complete a 48-item questionnaire designed on a Likert scale with a view to measuring twelve competences obtained from the work of prestigious researches and the official Mexican documents used as a referent. This questionnaire was validated by judges, had a pilot test and a Cronbach's alpha of 0.94. It is increasingly more necessary to create job profiles, including those for the teaching profession, with a view to establishing parameters for professional development. Those profiles should detail the dimensions which the job addresses and the descriptors which adequate teaching practice should include. In the education model by competences these profiles present the attitudes, abilities and knowledge that a teacher should have. These profiles also provide guidelines to undertake accurate teacher assessment. The results were analysed with the statistical software package SPSS v.21 and frequencies, percentages and comparison of means were obtained. The interpretation especially addressed students’ positive opinions regarding what teaching competence should be. The study found that all the competences were important, but not all the descriptors satisfied the students’ expectations. This study also shows a list with the most popular competences for teaching: academic background, assertive communication, leadership, evaluation and educational environment.

scholarly journals Digital Storytelling to Unlock Reflective Practice in the Classroom

2018 ◽  
Vol 14 (11) ◽  
pp. 52
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Learning Styles ◽  
Reflective Practice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Method ◽  
Single Case ◽  
Video Recording ◽  
Teaching Profession ◽  
Teaching Literature

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children&rsquo;s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

scholarly journals The opinions of primary school teachers’ candidates towards material preparation and usage

2016 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Zeynep Genc
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Material Design ◽  
Structured Interview ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
School Teaching ◽  
Course Material

Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with instruction materials in order to provide permanent learning. The Teaching Technologies and Material Designing (TTMD) course which is one of the compulsory courses that students must take aims to acquire students the information and skills related with the preparation and use of materials. Evaluation of TTMD course is important in terms of the effectiveness of the course which provides the opportunity of motivating the students to learn by attracting their attention, keeping their attentions alive, making abstract concepts more concrete, facilitating the acquisition of knowledge in an organized way in the process of learning and teaching. In this context, it was aimed to determine the opinions of students in the department of primary school teaching about preparation and use of materials through teaching practice which is done within TTMD course in this study. This study is a descriptive study based on qualitative data. The sample of this research included 37 students from the department of primary school teaching who took TTMD course in the second semester in 2014-2015 academic year at Ataturk Education Faculty of Near East University or students who took this course in previous academic years. The data of this research were collected with structured interview form. According to the results, it was revealed that primary school teachers’ candidates attach importance to prepare and use materials based on their answers about the use and preparation of materials in instruction. When the opinions of primary school teachers candidates about the criteria that they give value in preparing and using materials, it was figured out that they emphasize the criteria such as suitability for student level, suitability for aim, simplicity and easy comprehensibility. Furthermore, the results indicated that primary school teachers’ candidates mostly experience difficulty in finding suitable materials and tools for the aim. It was also revealed that the majority of primary school teachers’ candidates stated that they will use materials and a few of them indicated that they will not use materials since they find materials as insufficient based on their answers about the question asking if they will use the materials which they prepared in TTMD course when they begin teaching profession. Keywords: primary school, primary teaching candidates, teaching technologies and material designing (TTMD) course, material design, instruction materials

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