scholarly journals Thinking and Informing: A Reality Check on Class Teachers and Teacher Librarians

2021 ◽  
pp. 119-128
Author(s):  
James Henri
Keyword(s):  
Role Model ◽  
Teaching Practice ◽  
Formal Model ◽  
Thinking Skills ◽  
Information Process ◽  
Information Processing Model ◽  
Complex Information ◽  
Qualitative Approaches ◽  
Qualified Teacher ◽  
Teacher Librarians

The literature suggests that twenty first century schools must pay as much attention to how students learn as they do to what students learn. Part of the `how students learn' encompasses attempts to address student mastery of the processes of becoming informed. At one time it was considered the role of the teacher librarian to teach students information skills or an information process. At one time it was assumed that class teachers could teach these skills and this process. In more recent times it has been suggested that teacher librarians and class teachers must form partnerships to enable the building of a school culture that facilitates an emphasis on ways of learning rather than on what is learned. A number of writers have suggested that the key agent in the fight for information literate schools is the teacher. The teacher is at the front line working with students on a day to day basis and influencing student expectation and behaviour. As teaching practice changes from teacher focused quantitative approaches to student centred and more qualitative approaches the importance of the teacher as role model and mentor becomes paramount. A common thread to these approaches is the assumption that class teachers and /or teacher librarians are themselves information literate. That is, it is assumed that teachers (and especially teacher librarians) have mastered the processes of becoming informed. It is assumed that they work with an information-processing model (whether that entails a formal model or a systematic approach) and that they themselves employ higher order thinking skills when undertaking complex information tasks. This paper reports on a project that tested the validity of these assumptions. It seeks in part to identify whether or not teachers understand the information process and whether they are able to use a process to undertake a complex information task. Are teachers equipped to act as role model and mentor to their students? Does being employed as a teacher librarian (as distinct from being a qualified teacher librarian) make a difference to understanding, and use of, an information process?

scholarly journals The impact of role modeling on the professional identity of pre-service teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 143-152
Author(s):  
Lizette Drusila Flores Delgado ◽  
Irlanda Olave Moreno ◽  
Ana Cecilia Villarreal Ballesteros
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Teacher Identity ◽  
Role Models ◽  
Role Model ◽  
Teaching Practice ◽  
Comparative Method ◽  
Positive Role ◽  
Teacher Mentors ◽  
The Impact

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

scholarly journals SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Setyarini
Keyword(s):  
Teaching Practice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Report ◽  
Learning Approaches ◽  
Development Programs ◽  
Young Adolescents ◽  
Higher Order Thinking Skills ◽  
Scientific Approach

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents

scholarly journals Investıgatıon of Reflectıve Teachıng Practıce Effect on Traınıng Development Skılls of The Pre-servıce Teachers

2017 ◽  
Vol 5 (6) ◽  
pp. 232
Author(s):  
Ufuk Töman
Keyword(s):  
Elementary Science ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Thinking Skills ◽  
Practice Effect ◽  
Elementary Science Education ◽  
Reflective Teaching ◽  
Teaching Skills ◽  
Faculty Of Education ◽  
Work Done

This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

scholarly journals Knowledge Level and Self-Confidence on The Computational Thinking Skills Among Science Teacher Candidates

2019 ◽  
Vol 8 (1) ◽  
pp. 117-126
Author(s):  
Titik Rahayu ◽  
Kamisah Osman
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Quantitative Study ◽  
Teacher Candidates ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Self Confidence ◽  
Qualitative Approaches ◽  
Data Collecting ◽  
Level Of Knowledge

The trending topic in today's education is computational thinking skills which are used to help to solve complicated problems easier. This study aims to identify the level of knowledge and self-confidence of science teacher candidates (physics and biology) on computational thinking skills. The survey research design was used through a mixed-method approach by combining quantitative and qualitative approaches. The quantitative study involved 1016 randomly selected groups of science teachers whilein the qualitative study, eight science teachers were chosen based on the scores obtained from the quantitative study. The questionnaire was used as a quantitative data collecting technique to analyze descriptive statistics. Then, an interview was used as the qualitative data collecting technique and was analyzed through theme creation. The findings show that science teacher candidates have a high level of knowledge and self-confidence. The implication of this study is very important for teacher candidates because computational thinking can help to facilitate problems solving in everyday life. Teacher candidates need to be given knowledge and understanding of computational thinking skills, to have readiness and self-confidence in facing the challenges of the learning in the 21st-century

scholarly journals LIBRARY AND INFORMATION RESOURCES IN RURAL SCHOOLS OF LIMPOPO PROVINCE: A SMALL STUDY

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 124-149
Author(s):  
Maredi Samuel Mojapelo ◽  
Jacqueline A. Fourie
Keyword(s):  
Rural Schools ◽  
School Curriculum ◽  
School Libraries ◽  
Information Resources ◽  
Limpopo Province ◽  
Small Study ◽  
Qualified Teacher ◽  
Access Information ◽  
Library Skills ◽  
Teacher Librarians

The purpose of this article is to report on a small study that investigated the availability of library and information resources in rural schools of Limpopo Province, South Africa. For the school curriculum to be successfully implemented, adequate library facilities, collections, staff and funds are required to support it. Data was collected by means of questionnaires directed to all teacher-librarians and principals in the high schools of the Lebopo Circuit, Capricorn District. The study found that most schools do not have functional school libraries. Converted classrooms serving as libraries are unorganised making it difficult to retrieve and access information. Some schools use staffrooms and storerooms to house library materials but learners cannot use these materials because of limited space. Unqualified teacher-librarians lack library skills and cannot guide learners to use resources. A few schools are without electricity making it impossible to operate electronic equipment. The authors recommend that schools should be provided with library-based resources managed by professionally qualified teacher-librarians to meet the needs of learners and the aims of the school curriculum.

Fostering Transversal Skills in Game-Based Learning

2022 ◽  
pp. 107-130
Author(s):  
Robert Z. Zheng
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Cognitive Architecture ◽  
Thinking Skills ◽  
Learning Activities ◽  
Practical Significance ◽  
Future Research ◽  
Game Based Learning ◽  
Information Process ◽  
The Relationship

The current chapter examines the relationship between facets of cognitive abilities and relevant learning activities by drawing on literature pertaining to higher- and lower-order critical thinking. Specific discussions were made on cognitive architecture and deep learning, modality and information process, and cognitive abilities and levels of process in learning activities. The cognitive ability-learning activity matrix was proposed to (1) raise attention to the relationship between cognitive abilities and relevant learning activities in transversal critical thinking in game-based learning and (2) guide educators, teachers, and professional trainers to facilitate effective transversal of critical thinking skills across domains, disciplines, and learning communities. Discussions of the theoretical and practical significance of the proposed matrix were made. Recommendations for future research were proposed to guide the direction and practice in fostering transversal skills in game-based learning.

scholarly journals School library as an integrated information and educational space of the modern school

2019 ◽  
Author(s):  
Sandugash Dospayeva ◽  
Aida Agadil ◽  
Rauan Yessenbek
Keyword(s):  
Collaborative Work ◽  
School Library ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
International Standards ◽  
Modern School ◽  
Reading Choices ◽  
The Status ◽  
Skills Use ◽  
Teacher Librarians

Nazarbayev Intellectual Schools (NIS) are established to become an experimental platform that develops, monitors, studies, analyzes, tests, and implements modern models of educational programs by levels. Accordingly, as an important part of the school, one of the main goals of NIS libraries is to comply with international standards of school libraries, to improve professional qualifications, to facilitate the implementation of the mission and objectives of the school.  For this, it is necessary to shift away from traditional methods and established stereotypes and raise libraries to the modern international level. This article offers an introduction to working methods of the libraries of the Intellectual Schools, which include developing students’ reading skills, use of games to motivate students to read, the development of critical thinking skills of students. NIS librarians use game methods, festivals and activities to promote reading among students, which enables the teacher-librarians to raise children's confidence and gain pleasure from reading, discover reading choices, provide children with opportunities to share their reading experience and to raise the status of reading as a creative activity. There are also various library projects, clubs and actions, which motivate students to read and instill in students the love of reading. The libraries provide students with resources for learning and reading. They are welcoming and flexible, reader-friendly environments including different zones for research, independent and collaborative work with colours, materials and layout designed to provide safe and accessible places conducive to learning and reading.

scholarly journals Profil Berpikir Kritis Matematis Mahasiswa dalam Menyelesaikan Soal Trigonometri Ditinjau dari Tingkat Kepercayaan Diri

2019 ◽  
Vol 8 (1) ◽  
pp. 71-82
Author(s):  
Bagus Dwi Wicaksono ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Education Students ◽  
Self Confidence ◽  
Qualified Teacher ◽  
Qualitative Descriptive ◽  
Asean Economic Community

AbstrakMemasuki era Masyarakat Ekonomi Asean (MEA) diperlukan calon guru yang berkualitas agar mampu menyiapkan generasi yang dapat bersaing secara global. Salah satu kemampuan yang harus dimiliki seorang calon guru adalah kemampuan berpikir kritis matematis. Sebuah penelitian menyimpulkan bahwa kemampuan berpikir kritis dipengaruhi oleh kepercayaan diri. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis mahasiswa Pendidikan Metematika FKIP UKSW ditinjau dari tingkat kepercayaan diri. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian merupakan mahasiswa Pendidikan Matematika FKIP UKSW yang diambil berdasarkan 2 kategori yaitu mahasiswa dengan kepercayaan diri tinggi atau S1 dan mahasiswadengan kepercayaan diri rendah atau S2. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis matematis antara subjek S1 dan subjek S2 dimana subjek S1 memenuhi semua aspek FRISCO (fokus, reason, inference, situasion, clarity, dan overview) sedangkan subjek S2 hanya memenuhi aspek focus, reason, inferencedanclarity. Profil of Student’s Mathematical Critical Thinking in Solving Trigonometry Question Viewed from Self-ConfidenceAbstractEntering the era of the Asean Economic Community (MEA) requires qualified teacher candidates to be able to prepare generations that can compete globally. One of the abilities that a prospective teacher must possess is mathematical critical thinking skills. A study concluded that critical thinking skills are influenced by self-confidence. This study aims to describe the mathematical critical thinking skills of the SWCU FKIP Mathematics Education students in terms of their level of confidence. This type of research is qualitative descriptive. The research subjects were SWCU FKIP Mathematics Education students taken based on 2 categories, namely students with high self-confidence or S1 and students with low self-confidence or S2. The results of this study indicate that there are differences in mathematical critical thinking skills between S1 subjects and S2 subjects where S1 subjects fulfill all aspects of FRISCO (focus, reason, inference, situation, clarity, and overview) while S2 subjects only fulfill focus, reason, inference, and clarity aspects.

scholarly journals Strengthening critical thinking through reading strategies in higher education students from Monteria, Colombia

2020 ◽  
Vol 41 (44) ◽  
pp. 54-66
Author(s):  
Maria G. GARCIA ◽  
◽  
Dayan A. GUZMAN ◽  
Lida M. PINTO ◽  
Dalis VERGARA ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Reading Strategies ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Qualitative Approaches ◽  
Noticeable Improvement ◽  
Almost All ◽  
Superior Level

This research aims to describe how students’ critical thinking skills could be strengthened using reading strategies. In the methodology, quantitative and qualitative approaches were used, as well as a diagnostic test, a semi-structured interview, and a pedagogic strategy based on Facione´s critical thinking skills. Results showed that all strategies contributed to strengthening critical thinking skills. It was also encountered a noticeable improvement in the explanation skill. In the video strategy, tudents obtained a high or superior level in almost all the skills.

Sign in / Sign up

Export Citation Format

Share Document