An Exploratory Study of Classroom and Online Teaching Practice in Relation to Inquisitiveness, Attitude, and Teaching Effectiveness

2018 ◽  
pp. 187-210
Author(s):  
Neetu Singh
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Online Teaching ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Swot Analysis ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
Educational Institute ◽  
Indian Perspective

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.

Destabilizing the Activity System of Online Teaching Through Critical Theory

2021 ◽  
pp. 1960-1970
Author(s):  
Victor C. X. Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Critical Theory ◽  
Digital Media ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching Practice ◽  
Positive Impact ◽  
Digital Technologies ◽  
Activity System ◽  
Online Environments

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.

Improving Online Teaching by Using Established Best Classroom Teaching Practices

2016 ◽  
Vol 47 (5) ◽  
pp. 222-227 ◽  
Author(s):  
Jill M. Price ◽  
Joy Whitlatch ◽  
Cecilia Jane Maier ◽  
Melissa Burdi ◽  
James Peacock
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
Classroom Teaching

Destabilizing the Activity System of Online Teaching Through Critical Theory

2018 ◽  
pp. 31-41
Author(s):  
Victor C. X. Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Critical Theory ◽  
Digital Media ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching Practice ◽  
Positive Impact ◽  
Digital Technologies ◽  
Activity System ◽  
Online Environments

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.

scholarly journals The interactive whiteboard: A transitional technology supporting diverse teaching practices

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Arthur Winzenried ◽  
Barney Dalgarno ◽  
Jacqueline Tinkler
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Interactive Whiteboards ◽  
Teacher Perspectives ◽  
Classroom Teaching ◽  
Software Training ◽  
The Impact ◽  
Pedagogical Changes

<span>This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.</span>

scholarly journals TEACHERS’ PEDAGOGICAL BELIEFS, KNOWLEDGE AND CLASSROOM TEACHING PRACTICE: A CASE STUDY OF FOUR TEACHERS IN SMAN 5 CIMAHI

2018 ◽  
Author(s):  
Ilham
Keyword(s):  
Language Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
Pedagogical Beliefs ◽  
Efl Context ◽  
Conception Of Teaching ◽  
Learning Language

This study explores the teachers’ pedagogical beliefs, knowledge and teaching approaches to EFL instructions. The study is done to answer the questions: First, what are the common pedagogical beliefs do teachers have regarding their approaches to EFL instructions? second, what ways do their pedagogical beliefs match with their teaching practices in the classroom? This study adopts qualitative reserach design. The study is conducted in SMAN 5 Cimahi, and four teachers of English subject as participants. Close-ended and open-ended Questionnaire, are used to describe teachers’ pedagogical beliefs and how the beliefs are practiced in the actual classroom teaching practices. The result reveals that teachers have common beliefs regarding the conception of teaching and learning English as a foreign language. This study also finds that Language learning aptitude, difficulty of language learning, nature of language learning, language learning and communication strategies, and language learning and motivation varies among the teachers. A variation of approaches to EFL instructions is found in the ways the teachers translate their beliefs in the teaching practices. This study is hoped to be significant for both theoretical and practical considerations in Indonesian EFL context.

Communication and Teaching Effectiveness in Industrial Education

1976 ◽  
Vol 13 (3) ◽  
pp. 181-197 ◽  
Author(s):  
Churchill L. Roberts ◽  
Samuel L. Becker
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Delivery Time ◽  
Industrial Education ◽  
Student Evaluations Of Teachers ◽  
Teaching Learning ◽  
Poor Teaching

The purpose of this study was to gain a better understanding of how communication relates to teaching effectiveness in an Industrial Education setting. Teaching effectiveness was defined in terms of two criteria: supervisor evaluations of teachers and student evaluations of teachers. Results from the study underscored the importance of communication skills in the teaching/learning process. The most important measures were: teacher dynamism, teacher delivery, time spent with the students, positive reinforcement of the students, and positive attitude toward the students. These measures differentiated “good” from “poor” teaching.

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