scholarly journals Teaching from the heart: exploring beginner teachers’ attitudinal knowledge

2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Nhlanhla Mpofu ◽  
Lizette De Jager
Keyword(s):  
Content Knowledge ◽  
Social Constructivism ◽  
Research Output ◽  
Single Case ◽  
Pedagogical Content ◽  
Sources Of Knowledge ◽  
Training Programmes ◽  
Beginner Teachers ◽  
Insight Into

This article provides insight into the knowledge held by Zimbabwean Ordinary Level beginner teachers who teach Literature in English. An  extant of research output on ESL focuses on curriculum, subject, learner, and pedagogical content knowledge of linguistic content, with limited, if any, focus on knowledge of Literature in English. To address this gap, this study employed a qualitative single case study design to gather data on the knowledge held by four purposively selected beginner teachers. In the context of this study, beginner teachers were college trained English teachers who had been in the profession for less than four years. The study was underpinned by social constructivism and current literature on experiential teacher knowledge. The study established as a novel finding that beginner teachers  held attitudinal knowledge. Additionally, the findings affirmed that beginner teachers’ knowledge was a multiple-sourced construct that  was fluid, idiosyncratic, attitudinal, pragmatic, and contextual. The study recommends that teacher preparation institutions consider the findings as basis for student teacher training programmes that foster connections between personal and experiential sources of  knowledge construction.  

scholarly journals Teachers’ insight into misconceptions about simple circuits

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Estelle Gaigher
Keyword(s):  
Public Schools ◽  
Pedagogical Content Knowledge ◽  
South African ◽  
Content Knowledge ◽  
Qualitative Data ◽  
Pedagogical Content ◽  
Parallel Circuits ◽  
Basic Concepts ◽  
Insight Into

Teachers’ insight into misconceptions about simple circuits. Many studies on learners’ misconceptions about electricity have been published internationally, but studies on teachers’ awareness of these misconceptions are few. This article reports on a case study to investigate to what extent South African teachers understand learners’ misconceptions about series and parallel circuits, and to what extent such understandings are integrated into their pedagogical content knowledge. Nine teachers from public schools were purposefully selected to participate in the study. Qualitative data were collected from questionnaires and interviews. It was found that teachers often indicate simple misconceptions as sources of learners’ mistakes, but that misconceptions related to incorrect analysis are seldom mentioned. Furthermore, it was found that these teachers’ knowledge about misconceptions was fragmented and not integrated with their understanding of basic concepts. The results indicate that these teachers display inadequate pedagogical content knowledge regarding misconceptions about series and parallel circuits. It is recommended that pedagogical content knowledge regarding misconceptions should be developed during teacher training.

Reciprocal Mentoring "In The Wild"

2011 ◽  
pp. 280-297 ◽  
Author(s):  
M. Brooke Robertshaw ◽  
Heather Leary ◽  
Andrew Walker ◽  
Kristy Bloxham ◽  
Mimi Recker
Keyword(s):  
Preservice Teachers ◽  
Learning Environments ◽  
Content Knowledge ◽  
Comparative Case Study ◽  
Transfer Of Knowledge ◽  
Pedagogical Content ◽  
Technology Knowledge ◽  
In The Wild ◽  
Online Learning Resources

For teachers in the 21st Century it has become critical that they develop the skills to be able to teach in a world that is being transformed by technological innovations. These skills include effectively teaching in blended learning environments with high-quality online learning resources available on the internet. Chief among the challenges faced by these teachers is that mid- and late career teachers, unlike preservice teachers, do not have adequate technology knowledge. A challenge for pre-service teachers is that they do not have the pedagogical and content knowledge to be able to effectively implement their technology knowledge in the classroom. This retrospective comparative case study was undertaken to understand reciprocal mentoring (RM) relationships that can occur between in-service teachers and pre-service teachers during implementation of a technology based lesson. The transfer of knowledge between the members of the RM dyad is described through the lens of technological pedagogical content knowledge.

Lean Six Sigma in higher education institutes: an Irish case study

2019 ◽  
Vol 10 (4) ◽  
pp. 948-974 ◽  
Author(s):  
Seamus J. O’Reilly ◽  
Joe Healy ◽  
Tom Murphy ◽  
Rónán Ó’Dubhghaill
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Single Case ◽  
Lean Six Sigma ◽  
Research Approach ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to contribute to a developing literature on continuous improvement (CI), enabled by Lean Six Sigma (LSS), in higher education institutions (HEIs). It reports on the key learning points arising from the initial steps taken by an Irish university on its CI journey. Design/methodology/approach A case study strategy was adopted following a participatory research approach. This approach supports reflexivity and also provides access to all relevant documentation and staff within the case university. Thematic analysis was supported by data reduction and display techniques. Findings The introduction of a LSS approach rather than a reliance on lean alone introduced a structured methodology (DMAIC) that supported simplification of a number of administrative processes. A number of specific improvements were achieved including: Cycle time and cost reduction; customer or employee satisfaction; and rework and error reduction. The findings support the importance of the Readiness Factors as identified by Antony (2014), with particular insight into the role of senior and middle management, the impact of training and deployment of expertise. Research limitations/implications This paper is based on an ongoing, longitudinal, empirical study of a single case study in Ireland. Originality/value This paper tracks the development of CI in a HEI in a longitudinal manner and adds to the emerging the literature in this area. The paper evaluates the role of management at various levels, analyses the use of LSS tools and techniques and evaluated the role of training and capacity building. Implications for Management are shared including: design and role of training programmes, role of champions at various organisational levels, including key functional areas and sustaining momentum.

Exploring the nexus between integrated reporting and sustainability embeddedness

2019 ◽  
Vol 10 (5) ◽  
pp. 822-843 ◽  
Author(s):  
Catherine Le Roux ◽  
Marius Pretorius
Keyword(s):  
Stock Exchange ◽  
Single Case ◽  
Listed Company ◽  
Data Gathering ◽  
Integrated Reporting ◽  
Content Type ◽  
Multiple Data ◽  
Practical Implications ◽  
Insight Into

Purpose This paper aims to explore the nexus between integrated reporting and sustainability embeddedness. It seeks to contribute to a better understanding of the nexus by obtaining in-depth insight from the sensemaking of those in practice. Design/methodology/approach A single exploratory case study design strategy was applied to a leading stock exchange listed company in the property industry in South Africa. Rich qualitative data were gathered by applying multiple data gathering techniques to a diverse group of employees within the case company. Findings This empirical study contributes a metaphor of a cog and chain and nine themes that elucidate employee sensemaking at the nexus. Integrated reporting was found to drive sustainability embeddedness and foster changes within the organisation. The themes offer in-depth insight into how employees made sense of integrated reporting as a driver for sustainability embeddedness. Research limitations/implications The findings emerged from a single case study that operated in a mandatory disclosure context and are therefore not generalisable. The findings reflect the intended outcomes of integrated reporting and further research to explore the unintended outcomes and challenges associated with integrated reporting is suggested. Practical implications The study contributes to a growing practice based agenda by offering a better understanding of how integrated reporting and sustainability are conceptualised and adopted in practice. Social implications The findings offer organisations’ guidance on integrated reporting and sustainability embeddedness adoption which can have vast implications for society and the environment. Originality/value The study responds to gaps in the literature and calls for studies to explore the intersection between integrated reporting and sustainability embeddedness by engaging those in practice.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

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