scholarly journals Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times

PUBLICACIONES ◽  
2021 ◽  
Vol 51 (3) ◽  
pp. 21-70
Author(s):  
Albert Sangrá Morer ◽  
Juliana E. Raffaghelli ◽  
Mercedes González Sanmamed ◽  
Pablo César Muñoz Carril
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Principal Component ◽  
Formal Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Margin Of Error ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Learning Ecologies

Learning is evolving, just as the world and society are. In this context, teachers are also experiencing new ways for updating their professional development. The metamorphosis of learning is currently being pushed by four main catalysts: the connectivity of networks, the empowerment of the students, the overcoming of space and time barriers, and the assumption of the existence of silent, unnoticed learning. But these uncertain times have added a new, recent catalyst for change in learning and education: the COVID-19 pandemic. In the framework of the ECO4LEARN research project, a study was designed and carried out to check to what extent the learning ecologies approach could provide information on how primary school teachers organise their learning and how they make decisions about it. A survey was sent to the entire population of primary school teachers in Catalonia, getting 1,253 answers. The calculated margin of error was ±3.14%. Data analysis was conducted along three steps: a) Descriptive statistics; b) Principal Component Analysis (PCA); and c) Multiple Regression. Results show that the learning ecologies approach proves to be useful for analysing the actual means teachers use for their professional development and updating. Although some teachers are more advanced, practices do not respond to what could be expected regarding the use of less formal training for teachers and its mediation through the use of technologies. Regarding the sample analysed, the digital dimension of teacher professional development practices is still in its inception. Some recommendations are provided.

scholarly journals Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria

2021 ◽  
Vol 12 (1) ◽  
pp. 177
Author(s):  
Adeyemi Adedapo ◽  
Bolanle T. Opoola
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Capacity Building ◽  
Teacher Professional Development ◽  
Instructional Media ◽  
School Teachers ◽  
Primary School Teachers ◽  
Development Capacity ◽  
Lesson Delivery ◽  
Teacher Professional

Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop.  An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.

A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs

2019 ◽  
pp. 302-327
Author(s):  
Mehmet Kokoç ◽  
Hasan Karal
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Blended Professional Development ◽  
Teacher Professional

The purpose of the chapter is to examine the effectiveness of a blended teacher professional development program focused TPACK on the TPACK development of primary school teachers. The study describes a blended teacher professional development program in which primary school teachers developed their TPACK. An embedded experimental mixed method design was employed. A total of 12 events were organized including six face-to-face seminars and six online seminars which were performed by field experts within the program. A Facebook group was created to promote sharing and to increase communication and interaction among the participants. Quantitative results indicated that all participants developed their perceived TPACK knowledge and skills with respect to their subject matter and pedagogical approaches. Qualitative results indicated that the participants reflected knowledge, skills, and actions that met the indicators related to TPACK development. The study has significant implications for the understanding of how design and conduct effective blended program.

Teachers’ Knowledge and Use of Context Responsive Pedagogy in a Rural Primary School

2020 ◽  
Vol 19 (1) ◽  
pp. 35-59
Author(s):  
Kadiean Morrison
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Professional Development ◽  
Training Programme ◽  
National Standards ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Teacher Professional ◽  
Responsive Pedagogy

This qualitative study reports on the knowledge and usage of context responsive pedagogy (CRP) based on five rural primary school teachers in Jamaica. The main findings revealed that the teachers found CRP beneficial to students, had limited knowledge of CRP, and that their use of CRP was driven by their humanistic beliefs. The findings therefore have implications for teacher professional development. The author recommends that given the benefits of CRP and the strategies required by the National Standards Curriculum (NSC), CRP should be taught to teachers in their pre-service training programme.

scholarly journals ENHANCING QUALITY TEACHING THROUGH MENTORING: THE PERCEPTION OF PRIMARY SCHOOL TEACHERS IN OWERRI EDUCATION ZONE OF IMO STATE

2017 ◽  
Vol 13 (2) ◽  
pp. 245-255
Author(s):  
A. C. Izuagba ◽  
A. O. Afurobi ◽  
J. Oruwari
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mentoring System ◽  
Area Of Study

The aim of the study was to find out the perception of teachers towards enhancing their professional and human developments through mentoring using Owerri Educational zone. The result of the study would be significant as it would provide a basis for incorporating the mentoring system into teachers' development programmes. Four research questions were formulated to guide the study. A simple random sampling technique with non-replacement balloting was used to sample hundred (900) teachers in the area of study. Data for the study were collected using a structured questionnaire relating to the topic and analysed with simple percentages The result of the analysis showed those primary school teachers were not aware of the benefits of enhancing their profession and personal development through mentoring. Teachers in the area of study had a negative perception towards enhancing their personal and professional development through mentoring by years of experience. The levels o f education, sex are not determining factors in the teacher's perception o f their professional development through mentoring. Based on the result some recommendations were made which include a review of the current development programmes of teachers to incorporate the mentoring system, and team teaching should be encouraged to facilitate networking and sharing of best practices among teachers among others.

scholarly journals Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning

Teachers Work ◽  
2015 ◽  
Vol 12 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Margaret Clare Kitchen ◽  
Maree Jeurissen ◽  
Susan Gray
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Reading Attitudes ◽  
First Year ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Speakers Of Other Languages ◽  
Teacher Professional ◽  
Professional Reading

Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.

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