scholarly journals Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 51-76
Author(s):  
Alexandra Fidyk
Keyword(s):  
Mental Health ◽  
Professional Learning ◽  
Teaching And Learning ◽  
New Teacher ◽  
Relational Ethics ◽  
Embodied Experience ◽  
Whole School ◽  
Keywords Trauma ◽  
Urban Elementary School ◽  
Teacher Professional

In response to provincial and national calls for whole school approaches, and in the hope to support new teacher competencies aimed at promoting mental health, this paper considers the changing dynamics within the current classroom through elements and implications of a participatory study conducted in an Alberta urban elementary school. Specifics from this research with young “girls,” who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, target the on-going conversation on mental health and best practices in schools. Images of and from their life-size body maps are imbedded into the discussion, promoting the inclusion of body-centred, emotional, and imaginal dynamics to be integrated throughout teaching and learning. The discussion calls for the conscious shift of teachers, counselors, and leaders into more integral and ecological paradigms that understand health through the multifold relations with others and the environment. This argument is supported by trauma literature that calls for affective embodied experience, greater inclusion of right hemispheric activities, relational ethics, and teacher professional learning.            Keywords: trauma; mental health; whole school approaches; ritual; ceremony; contemplative, somatic, and arts-based methods; paradigm

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

scholarly journals Three-dimensional pedagogy: A new professionalism in educational contexts

2016 ◽  
Vol 20 (1) ◽  
pp. 76-94 ◽  
Author(s):  
Dorothy Andrews ◽  
Lindy Abawi
Keyword(s):  
School Improvement ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
New Teacher ◽  
Teacher Professionalism ◽  
High Yield ◽  
Pedagogical Beliefs ◽  
Whole School ◽  
Student Cohorts ◽  
The Look

This article provides evidence of a new teacher professionalism whereby teachers, acting as collaborative individuals working together, are the key to effectively meeting the needs of diverse student cohorts. Drawing on data from Australian school contexts and the work of researchers from the Leadership Research International team, new professional images of teachers’ work have emerged as the result of a whole-school improvement process – the Innovative Designs for Enhancing Achievements in Schools (IDEAS) process. Such processes facilitate collective engagement enabling teachers to refine and share individual strengths, as well as build capacity in areas of challenge. This reimaging of teachers is related to the concept of three-dimensional pedagogy where teachers weave personal pedagogical beliefs and authoritative pedagogical frameworks with schoolwide pedagogical principles which are known as the school’s schoolwide pedagogy (SWP). A SWP, clearly aligned with the school’s vision for a preferred future, is derived by staff as a sign of their collective commitment to contextualized, high-yield teaching and learning practices. The focus is on meeting the needs of ‘our students’ in ‘our context’ while being sensitive to systemic direction. Teachers lead the process of developing SWP, working with it, refining it and embedding principles into shared pedagogical action. What emerges is the concept of micro-pedagogical deepening, a process of critiquing and defining contextualised practice. Such practices, led by the new teacher professional, are not only changing the professional image of teachers but also the look, feel and sound of educational workplaces.

scholarly journals Tolerance in the UAE Islamic Education Curriculum

2020 ◽  
Keyword(s):  
High Schools ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Societal Challenges ◽  
Learning Programs ◽  
Teacher Professional ◽  
International Climate ◽  
The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

scholarly journals Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

2021 ◽  
Author(s):  
Patience Sowa ◽  
Rachel Jordan ◽  
Wendi Ralaingita ◽  
Benjamin Piper
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Teaching And Learning ◽  
Gender Based Violence ◽  
Middle Income ◽  
Whole School ◽  
Practical Guidelines ◽  
Teacher Professional ◽  
Gender Based ◽  
Ongoing Support

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

scholarly journals The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM

2021 ◽  
Vol 6 ◽  
Author(s):  
Catherine Attard ◽  
Nathan Berger ◽  
Erin Mackenzie
Keyword(s):  
Student Engagement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Local Community ◽  
Teacher Professional Learning ◽  
Significant Finding ◽  
Structured Interviews ◽  
School Partnerships ◽  
Inquiry Based Learning ◽  
Teacher Professional

School teachers in science, technology, engineering and mathematics (STEM) face challenges in developing and maintaining high levels of student engagement and achievement in those disciplines. Consequently, declining numbers of students are electing these subjects beyond the compulsory years of schooling. A major factor in student engagement often is curriculum content being relevant to the lives of students outside the classroom. Two key ways teachers can enhance the real-world relevance of their lessons are inquiry-based learning and localising the curriculum to provide an authentic context for teaching and learning. In this paper, we report a qualitative study into the perceived influences of inquiry-based learning on student engagement, as facilitated through teacher professional learning in the context of two major infrastructure programs in Sydney, Australia. Semi-structured interviews and focus groups were conducted with primary and secondary teachers who participated in professional learning about inquiry-based pedagogies, as well as with their students who undertook inquiry-based learning projects based on the infrastructure programs in their local community. Inductive and deductive content analyses using Attard’s Framework for Engagement with STEM illustrated how the combination of teacher professional learning, student inquiry-based learning, and localised industry-school partnerships enhanced student engagement across operative, cognitive, and affective domains. Another significant finding was the extent to which professional learning as the vehicle for inquiry-based learning and industry connections enhanced teachers’ pedagogical relationships and pedagogical repertoires in ways not possible with more conventional approaches to industry-school partnerships.

Teacher Learning and Effective Professional Development

2018 ◽  
pp. 153-173
Author(s):  
Bronwyn Mehorter
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Action Learning ◽  
Small Scale ◽  
Teaching Staff ◽  
Effective Professional Development ◽  
Executive Staff ◽  
Whole School ◽  
Academic Partner ◽  
Teacher Professional

Action Learning has been and is regularly implemented within Australian schools as a platform for teacher professional development and professional learning. The following chapter reports on a decade-long association between one Australian government primary school, an Academic Partner and the process of Action Learning. Initially, Action Learning was implemented in 2005 in the form of a small-scale, more traditional Action Learning project; In 2009, Action Learning was then modified and stretched to involve the whole school's teaching, support and executive staff; In 2013, the principles of Action Learning were extended as the school executive and teaching staff began to take ownership over their own learning. This case study demonstrates that Action Learning can be implemented on a school-wide basis for the effective professional development of the whole school's teaching and executive staff. Recommendations are made for similar schools who are considering extending Action Learning across the whole school.

Talking about culturally responsive approaches to education: teacher professional learning, Indigenous learners and the politics of schooling

2020 ◽  
pp. 1-8
Author(s):  
Michelle Bishop ◽  
Greg Vass
Keyword(s):  
Professional Learning ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Teacher Professional Learning ◽  
Indigenous Students ◽  
Diverse Backgrounds ◽  
Teacher Professional ◽  
Settler Society ◽  
Indigenous Learners

Abstract Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically diverse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, peers and teachers) are consistently reminded, courtesy of the deficit government policies and ‘close the gap’ rhetoric, that they have the worst educational outcomes of any settler society. This paper does not seek to offer fixed solutions in response to this. Rather, based on shared experience researching and teaching together that draw on CRS, the paper foregrounds a collaborative culturally responsive dialogue between the authors. Together we discuss, deliberate and despair about the state of the education system for Indigenous students, we also remain tentatively hopeful about how CRS might become embedded in teaching and learning, through teacher professional learning, in ways that are relevant to the Australian context.

scholarly journals TEACHER PROFESSIONAL LEARNING FOR INCLUSION: A CASE OF DYSLEXIA AS AN (E-)TEACHING APPROACH

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasiliki Ioannidi ◽  
Ilianna Gogaki
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Case Study Research ◽  
Rehabilitation Program ◽  
Teaching Approach ◽  
Teacher Professional ◽  
Applied Knowledge ◽  
Supporting Teachers

The purpose of this article is to present a case of dyslexia as an (e-)teaching approach of inclusion within the framework of lifelong teachers’ education in order to implement theoretical knowledge. The combination of theoretical and applied knowledge aims at supporting teachers in all structures of General and Special Education. The methodological approach uses the case study research design in teacher education. A case of a child with dyslexia is presented, as well as the symptomology that it presents. The next item is the presentation of the diagnosis process followed and the educational intervention of problems encountered by this pupil. Emphasis is placed on an overall response and rehabilitation program, which may include sequential and systematic exercises and instructions at the verbal and visual level. In conclusion, supporting teacher professional development is an important part of the effort to increase the teaching and learning of children with and without learning difficulties. Finally, the paper concerns the presentation of an incident with dyslexia in lifelong teachers’ education and training as a specific topic and inclusive issue for a modern democratic school. The paper can provide highlights in (e-)teaching through the example of dyslexic profile. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0751/a.php" alt="Hit counter" /></p>

Tolerance in the UAE Islamic Education Curriculum

2020 ◽  
Author(s):  
Mariam Alhashmi ◽  
Naved Bakali
Keyword(s):  
High Schools ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Societal Challenges ◽  
Learning Programs ◽  
Teacher Professional ◽  
International Climate ◽  
The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

scholarly journals Exploring the role of a Google Group in enabling lesson resource sharing in a South African geography teachers’ professional learning community

2020 ◽  
Vol 3 (1) ◽  
pp. 51-62
Author(s):  
Paul Goldschagg ◽  
Di Wilmot
Keyword(s):  
Learning Community ◽  
South African ◽  
Professional Learning ◽  
Resource Sharing ◽  
Teaching And Learning ◽  
Geography Education ◽  
Policy Statement ◽  
South African School ◽  
Teacher Professional

This article presents the findings of the initial phase of an ongoing exploratory study that responds to a national imperative, to create teacher-initiated professional learning communities (PLCs), to improve the professionalism and capabilities of South African teachers. The overarching goal of the study is to understand how an emergent PLC in the form of an online Google Group for South African geography educators may enhance geography education and teacher professional development. The contributions made to the Southern African Geography Teachers Network Google Group over a six-month period were analysed and categorized according to themes and topics in the Grade 10, 11 and 12 Curriculum and Assessment Policy Statement (CAPS) curriculum. The findings, in shedding as they do, light on the curriculum sections receiving the most and least contributions, raise more questions than they provide answers. Areas requiring further research are identified. Our main contention is that the emergent PLC enabled through the Google Group offers exciting possibilities for teacher professional learning. As a bottom-up, online, easily accessible initiative, unrestricted by time or place constraints and with a growing membership, it may play an important role in enhancing the quality of teaching and learning in South African school geography.

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