Emerging Research on Personalized Learning

2020 ◽  
pp. 215-236
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Personalized Learning ◽  
Current Data ◽  
New Knowledge ◽  
Learning Research ◽  
The Way

Personalized learning is here to stay and is being integrated into more and more public schools. Some research on the benefits of personalized learning has been conducted, and other research has been done demonstrating that this form of education will not benefit all students. Research on whether technology should be a form of personalized learning has also been conducted, and the new role that personalized learning will create for teachers has been examined. Personalized learning research is also being conducted on a smaller scale with teachers, and it will change the way professional development is delivered to educators. Despite all the new knowledge that has been gained, more research is required on this educational phenomenon. This chapter describes some of the current data available on personalized learning concerning both students and teachers.

scholarly journals English Supervisors’ Perspectives of Supervision in Omani Public Schools

2020 ◽  
Vol 10 (2) ◽  
pp. 21
Author(s):  
Rahma Al-Mahrooqi ◽  
C J Denman
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Teacher Development ◽  
Likert Scale ◽  
Government Schools ◽  
Participant Engagement ◽  
Challenges And Opportunities ◽  
Supervisory Process ◽  
The Way

The current study examined English supervisors’ perspectives of supervision in Omani public schools through the administration of a three-part, 13-category Likert-scale questionnaire. The questionnaire was distributed as part of a larger nation-wide investigation to 48 English supervisors in Omani schools and was completed by 35 participants.  Areas examined included participants’ views of the supervisory process, including its effectiveness, supervisor roles and qualifications, challenges and opportunities for professional development, and the contributions supervision makes to teacher development.  The questionnaire also explored participant engagement in a series of steps before, during, and after supervisor observation.  Mixed attitudes about the supervisory process were reported, although a number of important concerns were raised about the way English supervision occurs in Omani government schools.

scholarly journals Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Corné Kruger ◽  
Ona Janse van Rensburg ◽  
Marike De Witt
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Teacher Expectations ◽  
Cost Effective ◽  
Development Programme ◽  
Teacher Competence ◽  
Philosophical Approach ◽  
Class 1 ◽  
Professional Development Programme ◽  
The Way

<p class="1">Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations <em>for </em>and <em>of</em> the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations <em>for</em> and experiences <em>of </em>the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP).</p>

The Dilemma of Care: A Theory and Praxis of Citizenship-Based Care for China's Rural Migrant Youth

2016 ◽  
Vol 86 (2) ◽  
pp. 261-288 ◽  
Author(s):  
Lisa Yiu
Keyword(s):  
Public Schools ◽  
Opposite Effect ◽  
Institutional Context ◽  
State Policies ◽  
Migrant Students ◽  
Recent Scholarship ◽  
Rural Migrant ◽  
Migrant Youth ◽  
Children's Schooling ◽  
The Way

In this article, Lisa Yiu examines how migrant students attending public schools in Shanghai perceive teachers as uncaring and how the majority of teachers claim they are disempowered from caring. She contends that recent Shanghai reforms, which aim to “care” for migrant youth through inclusion into public schools, may be having the opposite effect, arguing that the nature of contact between educators and migrant youth is structured by conflicting state policies on citizenship, which constrain teachers from caring in the way migrant students desire. Yiu's findings problematize recent scholarship on migrant children's schooling which presumes that the dynamics of exclusion are primarily rooted in teacher prejudices. Importantly, this study advances caring theory by reconceptualizing care within the institutional context of the state's citizenship policies and contributes to a citizenship-based care praxis that is relevant to Chinese migrant youth who attend public schools.

scholarly journals In the Tracks of the Reindeer: The Emotional Effects of Digital Information on Raindeer Herders

2020 ◽  
Vol 47 (2) ◽  
pp. 5-26
Author(s):  
Kajsa Kuoljok
Keyword(s):  
Digital Technology ◽  
Digital Tools ◽  
Gps Data ◽  
Digital Information ◽  
New Knowledge ◽  
Grazing Area ◽  
Emotional Effects ◽  
Partial Relation ◽  
The Way

Through a story about a reindeer that wandered off from its grazing area, this article explores the emotional effects mediated by digital technology. It concerns the way in which reindeer movements are made visible through the use of digital tools. As reindeer movements are documented by GPS (Global Positional Systems) technology and transformed into inscriptions, the movements become easier to observe. It makes a difference when herders can follow reindeer movements from above, instead of from the ground. New knowledge emerges with increased amounts of information. As GPS data makes reindeer movement visible, it creates a new, partial relation between seeing and knowing. The strong emotional effects that are induced by this relation on the herder are observed and described through a narrative of the reindeer that wandered into another Sámi community.

scholarly journals Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe

2019 ◽  
Vol 11 (1) ◽  
pp. 110-120
Author(s):  
Maria Ranieri ◽  
Andrea Nardi ◽  
Francesco Fabbro
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Digital Literacy ◽  
Intercultural Education ◽  
Intercultural Understanding ◽  
Action Research Project ◽  
The Media ◽  
Teachers Professional Development ◽  
University Of Florence ◽  
The University

Abstract Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).

scholarly journals Education through Play- A Bridge between Kahoot Mobile Applications and Philately

2021 ◽  
pp. 46-54
Author(s):  
Mădălina Lupșe ◽  
Bogdan-Vasile Cioruța ◽  
Alexandru Leonard Pop
Keyword(s):  
Mobile Applications ◽  
Learning Assessment ◽  
Key Skills ◽  
New Knowledge ◽  
Teaching Learning ◽  
The Way

In Romania of 2021, where society is constantly tempted by numerous changes in methodology and constrained by the development of the didactic act mainly online, as a result of the pandemic, education through play can be the long-awaited answer. The game itself can take various forms, sometimes the most interesting. The present paper seeks to present such a form. Starting from education through play, the paper aims to outline another possible dimension of the way of conducting the act of teaching-learning assessment and obtaining feedback. Thus through a series of worksheets, education through play is punctuated and finely delimited, as a bridge between mobile applications and philately. A series of exercises are proposed, which can be carried out in the mixed work variant. They can successfully provide lessons involving fun math or ecology, but the range of uses can be expanded. They can be used as materials in teaching new knowledge and in evaluating existing ones. This study certifies that education through play knows no limitations as long as the trainers has several key skills and has access to various resources.

scholarly journals The reflective information literacy educator

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Andrew Whitworth
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Literacy ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Raising Awareness ◽  
Effective Use ◽  
The Way

The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

Sign in / Sign up

Export Citation Format

Share Document