scholarly journals Collaborative Curriculum Design in the Context of Financial Literacy Education

2021 ◽  
Vol 14 (6) ◽  
pp. 234
Author(s):  
Boukje Compen ◽  
Wouter Schelfhout
Keyword(s):  
Professional Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
Financial Literacy ◽  
Self Efficacy ◽  
Literacy Education ◽  
Team Meetings ◽  
Teacher Self Efficacy ◽  
Process Factors ◽  
Teacher Design

Financial literacy education is being integrated into school curricula at an increasing frequency. However, the majority of teachers lack the required competencies and teacher self-efficacy to effectively teach financial topics. In this study, we evaluated whether participation in teacher design teams (TDTs) results in high-quality educational materials, encouragement of professional learning, and ultimately, enhanced teacher self-efficacy in the face of pending curriculum reform. We conducted an exploratory multiple-case study in Flanders, Belgium. Data were collected from two TDTs that developed materials aligning with the financial literacy learning standards. We observed the team meetings and conducted interviews with the participating teachers and the team coach. Our results suggest that participation in TDTs supports the three outcome variables that we examined. However, they also revealed that each outcome shows room for improvement. Furthermore, the data provided additional evidence for the importance of meeting several input and process factors that had been previously shown to be essential for effective TDT function.

Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

2018 ◽  
Vol 47 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Xin Zheng ◽  
Hongbiao Yin ◽  
Zhanglin Li
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Self Efficacy ◽  
Mainland China ◽  
Collaborative Activity ◽  
Reflective Dialogue ◽  
Teacher Self Efficacy

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

Supporting Literacy in Math and Science Classrooms

2017 ◽  
pp. 239-255
Author(s):  
Maria Boeke Mongillo
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Curriculum Design ◽  
Self Efficacy ◽  
Student Assessment ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Literacy Strategies ◽  
Math And Science ◽  
Teacher Self Efficacy

Teacher self-efficacy is the belief a teacher holds that he or she can successfully influence student learning. It has been tied to both positive teacher practices and student achievement. This chapter explores the challenges of building teacher self-efficacy for literacy across the math and science disciplines. It then looks at how teachers can use content area and disciplinary literacy strategies to support student learning, and suggests how teacher preparation programs and school leaders can further encourage teacher and student growth in literacy. Finally, the chapter raises questions regarding future areas for research, including the curriculum design of teacher preparation programs and student assessment strategies.

Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model

2018 ◽  
Vol 54 (4) ◽  
pp. 501-528 ◽  
Author(s):  
Shengnan Liu ◽  
Philip Hallinger
Keyword(s):  
Instructional Leadership ◽  
Teacher Learning ◽  
Professional Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Teacher Professional Learning ◽  
Mediated Effects ◽  
Principal Instructional Leadership ◽  
Teacher Professional ◽  
Teacher Self Efficacy

Background: Empirical evidence increasingly suggests that leadership which motivates, supports, and sustains the professional learning of teachers has a knock-on effect for both student learning and school improvement. The current study was conducted in China, where the workplace learning of teachers is embedded in a strong tradition of school-based, teacher learning practices such as the Master Teacher–Apprentice Bond and Teacher Research Groups. Purpose: The study investigated a mediated-effects model of principal instructional leadership and teacher learning. The model proposed principal time management skills and self-efficacy as antecedents of instructional leadership and teacher self-efficacy as a mediator of principal instructional leadership effects on the professional learning of teachers. Method: Survey data were collected from 3,414 teachers and 186 principals in 186 middle schools in Qingdao, China. Confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the multisource data. Results: The research confirmed a partial mediation model whereby principal instructional leadership evidenced moderate direct and indirect effects on teacher professional learning. Principal time management and self-efficacy exercised small effects on principal instructional leadership. Implications: The research adds to a growing body of research that affirms a positive relationship between principal leadership and teacher professional learning and emphasizes the importance of self-efficacy in shaping educator practice. The authors suggest the timeliness for scholars to undertake systematic reviews of this literature on leadership and teacher professional learning, and offer recommendations for school leadership practice.

Relationship between teacher capacity of professional learning and teacher self-efficacy: Evidence from structural equation modelling

2018 ◽  
Vol 5 (1) ◽  
pp. 141-147
Author(s):  
Liang Huang ◽  
Nicholas Sun-Keung Pang
Keyword(s):  
Professional Learning ◽  
Structural Equation Modelling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teacher Engagement ◽  
Teacher Capacity ◽  
Equation Modelling ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
The Relationship

When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection. Keywords: Teacher capacity, professional learning, professional consciousness, professional reflection, engagement in experimentation, self-efficacy.

scholarly journals School-Based Professional Learning Communities as a Means for Curriculum Development: A Case Study from Taiwan

2021 ◽  
Vol 7 (4) ◽  
pp. 1184-1210
Author(s):  
Nien-Ching Chuang ◽  
Yi-Ku Ting
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
Suburban Areas ◽  
Data Collection Instrument ◽  
Final Interview ◽  
Design Skills

The purpose of this study is to explore how participating in professional learning communities influenced teachers’ curriculum design skills during the recent curriculum reform in Taiwan. A cohort of high school teachers in suburban areas participated in a semester-long professional learning community, strictly based on a well-planned agenda as professional experimentation. The researchers adopted a qualitative method by devising an initial and a final interview protocol as a data collection instrument. The results identified four components during the PLC process leading to teacher change in the curriculum design process—active participation, consistent focus, supportive collaboration and collective learning and shared practice. The notions of hard and soft PLCs along with the implications are proposed.

scholarly journals Influence of Professional Learning on Elementary Teacher Self-Efficacy in Teaching with an Integrated STEM Approach

2018 ◽  
Vol 10 (1) ◽  
pp. 68 ◽  
Author(s):  
D Ty Arendall ◽  
Thomas Casteel ◽  
Brad Lewis ◽  
Jodi Newton ◽  
Leslie S Ennis ◽  
...  
Keyword(s):  
Professional Learning ◽  
Self Efficacy ◽  
Future Research ◽  
Stem Learning ◽  
Structured Interviews ◽  
Stem Programs ◽  
Student Focus ◽  
Stem Instruction ◽  
Teacher Professional ◽  
Teacher Self Efficacy

The purpose of the qualitative study was to determine the influence of key features of professional learning on teacher efficacy/attitudes towards Science Technology Engineering and Math (STEM) instruction. The study utilized a purposeful sampling of elementary teachers with a minimum of three years of experience in teaching STEM. The seven teachers selected for the study were from three school districts recognized for strong STEM programs, and they were identified by gatekeepers in those districts as highly confident and effective teachers of STEM. Rather than seeking to identify specific professional development models, the researchers sought a broader understanding of professional learning –specifically seeking to identify learning features that contributed to teacher self-efficacy in STEM. Data collected from structured interviews were analyzed using qualitative methods to answer research questions and determine a grounded theory. The data suggest that the following aspects of professional learning enhanced participants’ self-efficacy to teach STEM: a) student focus, b) STEM learning continuum, c) networking, d) expertise, and e) culture. In addition, the researchers determined that the five core features of teacher professional learning first described by Desimone (2009) were present in the data: a) content focus, b) active learning, c) coherence, d) duration, e) collective participation. The researchers conclude by offering practical recommendations for educators seeking to implement STEM, as well as suggestions for future research studies.

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