scholarly journals From teaching literacy to teaching numeracy: How numeracy teacher’s previous experiences shape their teaching beliefs

1970 ◽  
Vol 23 (1) ◽  
pp. 20-49 ◽  
Author(s):  
Sonja Beeli-Zimmermann
Keyword(s):  
Adult Education ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Teaching Beliefs ◽  
Structured Interviews ◽  
Mathematical Beliefs ◽  
Mathematical Belief

Beliefs guide teachers’ actions in the classroom and thereby influence what students learn. While this insight has led to numerous studies, particularly in the area of mathematical beliefs, it has been neglected in the growing field of numeracy teaching and learning within adult education. This exploratory study presents five illustrative cases of Swiss adult education teachers and traces their experiences, both as students and teachers. Based on data mainly collected in semi-structured interviews, the author argues that this study supports existing evidence from mathematical belief research in other sectors of education, pointing to the relevance of practice-based experiences for the change of beliefs.

scholarly journals Primary Teachers' Mathematical Beliefs and Practices in the Maldives

2021 ◽  
Author(s):  
◽  
Mohamed Shameem Adam
Keyword(s):  
Teaching And Learning ◽  
Primary Teachers ◽  
Structured Interviews ◽  
Mathematical Beliefs ◽  
National Assessment ◽  
Factors Affecting ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Beliefs And Practice

<p>Recent reforms in mathematics education have been influenced by such theoretical perspectives as constructivism, which have reconceptualised teaching and learning. Mismatches between teachers’ beliefs about teaching and learning, and ideas underpinning reform are often viewed as major obstacles to implementing educational reforms. This study examined the mathematical beliefs and practices, and factors affecting practices, of eight primary teachers selected from four schools in two different regions of the Maldives. The research used a multiple case study approach within a qualitative methodology. A questionnaire, semi-structured interviews, and observations were used to collect data about teachers’ beliefs and practice. Teachers’ lesson notes, worksheets, samples of student work, and test papers were used to understand teachers’ practice. Data were analysed within and across cases using a thematic approach. Teachers demonstrated a range of beliefs that included both constructivist and traditional elements to different degrees. In general, teachers’ observed practice was more traditional than their beliefs about teaching and learning mathematics. The teachers’ practice showed some consistency with their beliefs about the nature of mathematics, mathematics teaching and learning; however, the degree of consistency between beliefs and practice differed from teacher to teacher. Overall, the findings indicated there are several factors affecting teachers’ practice, including methods of assessment, teacher accountability for students’ results, limited time to cover the curriculum, lack of resources, and parental pressure to use textbooks. National assessment practices, affecting many factors found to limit practice, emerged as being particularly influential on the teachers’ instructional behaviour. The study suggests the need to change the nature of national assessment, and remove other barriers if teachers are to be best placed to implement their constructivist beliefs and the Maldives mathematics curriculum. The findings also have implications for professional development and teacher education programmes.</p>

scholarly journals Primary Teachers' Mathematical Beliefs and Practices in the Maldives

2021 ◽  
Author(s):  
◽  
Mohamed Shameem Adam
Keyword(s):  
Teaching And Learning ◽  
Primary Teachers ◽  
Structured Interviews ◽  
Mathematical Beliefs ◽  
National Assessment ◽  
Factors Affecting ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Beliefs And Practice

<p>Recent reforms in mathematics education have been influenced by such theoretical perspectives as constructivism, which have reconceptualised teaching and learning. Mismatches between teachers’ beliefs about teaching and learning, and ideas underpinning reform are often viewed as major obstacles to implementing educational reforms. This study examined the mathematical beliefs and practices, and factors affecting practices, of eight primary teachers selected from four schools in two different regions of the Maldives. The research used a multiple case study approach within a qualitative methodology. A questionnaire, semi-structured interviews, and observations were used to collect data about teachers’ beliefs and practice. Teachers’ lesson notes, worksheets, samples of student work, and test papers were used to understand teachers’ practice. Data were analysed within and across cases using a thematic approach. Teachers demonstrated a range of beliefs that included both constructivist and traditional elements to different degrees. In general, teachers’ observed practice was more traditional than their beliefs about teaching and learning mathematics. The teachers’ practice showed some consistency with their beliefs about the nature of mathematics, mathematics teaching and learning; however, the degree of consistency between beliefs and practice differed from teacher to teacher. Overall, the findings indicated there are several factors affecting teachers’ practice, including methods of assessment, teacher accountability for students’ results, limited time to cover the curriculum, lack of resources, and parental pressure to use textbooks. National assessment practices, affecting many factors found to limit practice, emerged as being particularly influential on the teachers’ instructional behaviour. The study suggests the need to change the nature of national assessment, and remove other barriers if teachers are to be best placed to implement their constructivist beliefs and the Maldives mathematics curriculum. The findings also have implications for professional development and teacher education programmes.</p>

scholarly journals Entre lugares e sujeitos da EJA: Mulheres erveiras e os seus saberes culturais no Ver-o-Peso

2021 ◽  
Vol 14 (3) ◽  
pp. 155
Author(s):  
Louise Rodrigues Campos ◽  
Ivanilde Apoluceno de Oliveira
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Field Research ◽  
Cultural Knowledge ◽  
State University ◽  
Structured Interviews ◽  
Knowing How ◽  
Technical Content ◽  
Palabras Clave ◽  
Work Routines

Objetiva-se, neste texto, discorrer sobre os ensinos e as aprendizagens vivenciadas por cinco mulheres erveiras que trabalham no Ver-o-Peso. Ao tratar-se de lugares da EJA (Educação de jovens e adultos) pontuam-se os cotidianos familiar e de trabalho em que são vivenciados ensinos e aprendizagens e são compartilhados saberes culturais. Diante disso, pondera-se que este trabalho resultou de uma pesquisa de mestrado no Programa de Pós-graduação em Educação da Universidade do Estado do Pará PPGED - UEPA, realizada no período de 2018 a 2020. Trata-se de uma pesquisa de campo, com abordagem qualitativa (MINAYO, 2009); observação in loco (MINAYO, 1994) e entrevistas semiestruturadas. Na sistematização e na análise dos dados foram construídas categorias analíticas e temáticas (OLIVEIRA; MOTA NETO, 2011). A construção das categorias teve como referência técnicas da análise de conteúdo, (BARDIN, 2011). Diante disso, a pesquisa indicou os seguintes resultados: no processo de manipulação das ervas medicinais destaca-se a conexão entre corpo e mente, nos momentos saber identificar, diferenciar e combinar raízes, cascas e suas propriedades medicinais, pela textura, pela cor, pelo aroma e pelo formato. Os ensinos e aprendizagens vivenciados por elas ocorrem por meio da oralidade, do registro escrito, da observação e da gestualidade. Assim, os ensinos, as aprendizagens e os saberes constituem as autonomias de ser erveira, referente à memória, à herança familiar e ao sustento material, a partir do trabalho no setor das ervas.Palavras-chave: Educação de Jovens e Adultos; Saberes Culturais; Mulheres erveiras.Between places and subjects of EJA: Women herb handlers and their cultural knowledge in Ver-o-PesoABSTRACTThe objective of this text is to discuss the teachings and learning experienced by five women herb handlers, who work at Ver-o-Peso. When dealing with EJA (Youth and Adult Education) places, the family and work routines are highlighted in which teaching and learning are experienced and cultural knowledge is shared. Therefore, it is considered that this work resulted from a master's research in the Postgraduate Program in Education of the State University of Pará PPGED - UEPA, carried out from 2018 to 2020. It is a field research, with a qualitative approach, (MINAYO, 2009); observation in loco (MINAYO, 1994) and semi-structured interviews. In the systematization and analysis of data, analytical and thematic categories were built (OLIVEIRA; MOTA NETO, 2011). The construction of the categories was based on technical content analysis (BARDIN, 2011). Therefore, the research indicated the following results: in the process of handling medicinal herbs, the connection between body and mind stands out, at times knowing how to identify, knowing how to differentiate and combine roots, bark and leaves and their medicinal properties, by texture, by color, by aroma, by shape. The teachings and learning experienced by them occur through orality, written record, observation, and gestures. Thus, teachings, learning and knowledge constitute the autonomy of being women herb handlers, referring to memory, family inheritance, and material support, from work in the herb sector.Keywords: Youth and Adult Education; Cultural Knowledge; Women herb handlers.Entre lugares y temas de EJA: Herbolarias y sus conocimientos culturales en Ver-o-PesoRESUMENEl objetivo de este texto es discutir las enseñanzas y el aprendizaje experimentado por cinco mujeres herbolarias que trabajan en Ver-o-Peso. Cuando se trata de lugares de EJA (Educación de Jóvenes y Adultos), se destacan las rutinas familiares y laborales en las que se vive la enseñanza y el aprendizaje y se comparte el conocimiento cultural. Por lo tanto, se considera que este trabajo es el resultado de una investigación de maestría en el Programa de Posgrado en Educación de la Universidad Estatal de Pará PPGED - UEPA, realizada de 2018 a 2020. Es una investigación de campo, con enfoque cualitativo, (MINAYO, 2009); observación in loco (MINAYO, 1994) y entrevistas semiestructuradas. En la sistematización y análisis de datos se construyeron categorías analíticas y temáticas (OLIVEIRA; MOTA NETO, 2011). La construcción de las categorías se basó en el análisis de contenido técnico (BARDIN, 2011). Por tanto, la investigación arrojó los siguientes resultados: en el proceso de manipulación de las hierbas medicinales se destaca la conexión entre cuerpo y mente, en ocasiones saber identificar, saber diferenciar y combinar raíces, corteza y hojas y sus propiedades medicinales, por textura, color, aroma, forma. Las enseñanzas y el aprendizaje experimentado por ellos ocurren a través de la oralidad, el registro escrito, la observación y los gestos. Así, la enseñanza, el aprendizaje y el conocimiento constituyen la autonomía de ser herbolaria, referida a la memoria, la herencia familiar y el apoyo material, del trabajo en el sector herbáceo.  Palabras clave: Educación de Jóvenes y Adultos; Conocimiento cultural; Herbolarias.

Building a digital marketing internship program for technology-based start-ups: an exploratory study of student experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
G. Russell Merz ◽  
Jamie Ward ◽  
Sufian Qrunfleh ◽  
Bud Gibson
Keyword(s):  
Factor Analysis ◽  
Language Processing ◽  
Exploratory Study ◽  
Study Data ◽  
Student Experiences ◽  
Structured Interviews ◽  
Content Type ◽  
Student Interns ◽  
Internship Programs ◽  
Blog Posts

PurposeThe purpose of this paper is to describe the role and characteristics of the summer internship program (Digital Summer Clinic) delivered by Eastern Michigan University. The authors report the results of an exploratory study of interns participating in the Digital Summer Clinic over a five-year time period. The study captures and analyzes the experiences of interns as expressed in structured interviews and blog posts.Design/methodology/approachThe study data were text from structured interviews and blog posts capturing the “voice” of the interns. A natural language processing (NLP) analysis of the text corpus, consisting of 43 interviews and blog posts, resulted in the identification of 242 unique stem-terms used by interns in describing the internship experiences. The authors used the JMP Pro 15.2 Text Explorer algorithm (It is defined as a suite of computer programs for statistical analysis developed by the JMP business unit of SAS Institute) to extract the terms that were subsequently transformed and analyzed with factor analysis and regression to address the research questions.FindingsThe factor analysis results found six dimensions or themes, defined by the stem-terms used by student interns, best described the internship experience. The authors then explored the relationship between the six themes and the umbrella term “internship” with multiple regression analysis. The regression findings suggest a hierarchy of effects with the theme “Introducing Professional Opportunities” being the theme most predictive of the umbrella term.Originality/valueThe methodology used within the paper is unique in several ways when compared to other research investigating internship programs. First, it uses NLP analysis for the qualitative analysis of text-based descriptions of student experiences over a five-year time horizon. Second, the data analysis uses transformed text to quantitatively determine the major dimensions or themes expressed by the interns about their experiences in the Summer Clinic program. Finally, the relative importance of the themes identified provided direction for future program development.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

scholarly journals Maximising health literacy and client recall of clinical information: An exploratory study of clients and speech-language pathologists

2010 ◽  
Vol 57 (1) ◽  
Author(s):  
Friderike Schmidt Von Wûhlisch ◽  
Michelle Pascoe
Keyword(s):  
Health Literacy ◽  
Exploratory Study ◽  
Cleft Lip ◽  
Treatment Effectiveness ◽  
Clinical Information ◽  
High Tech ◽  
Structured Interviews ◽  
Speech Language Pathologists ◽  
Need To Evaluate ◽  
Language Pathology

Limited research has been carried out in the field of speech-language pathology with regard to ways of maximising health literacy and client recall. However, speech-language pathologists (SLPs) frequently provide vast amounts of information that clients need to understand, apply and review in order to manage their (or their child’s) health. This exploratory study aimed to contribute information about ways in which SLPs can overcome low health literacy and poor client recall so that treatment effectiveness is improved. A case-study design was used with specific focus on four clients receiving treatment for dysphagia, voice disorders (including laryngectomies) and cleft lip and/or palate management in Cape Town. Strategies which may be able to maximise health literacy and client recall of clinical information were trialled and evaluated by clients and their SLPs, using semi-structured interviews. The researchers proposed a combination of high-tech strategies which assisted in all the cases. No single solution or universal tool was found that would be appropriate for all. There is a need to evaluate the long-term effectiveness of the combined strategies across a wider population, at different stages of rehabilitation and in diverse contexts. Implications and suggestions for future related research are presented.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals Exploratory Study on Internalization of Character Values through Educational Profession Course

2021 ◽  
Vol 4 (1) ◽  
pp. 58-65
Author(s):  
Mesterjon Mesterjon ◽  
Suwarni Suwarni ◽  
Diah Selviani
Keyword(s):  
Teacher Training ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Early Stage ◽  
Early Observation ◽  
Educational Science ◽  
Local Character ◽  
Educational Profession

This study was based on the findings during teaching and learning process at FKIP Universitas Dehasen Bengkulu (the Faculty of Educational Science and Teacher Training of Dehasen University of Bengkulu). There was a phenomenon of declining of good character value and morality. This is because of the misused of advancing technology by students that brings negative impact on the students' character and morality. This phenomenon was especially found among new students of FKIP (Faculty of Educational Science and Teacher Training) on their early stage of study. At the meeting of Educational Profession (Profesi Pendidikan) course, we did early observation by making contract with the new student.. They generally still brought their local character and moralor their old behavior. This could be seen, for example, they talked to their lecturers and seniors impolitely or often used their local language.  Everyone's patience was needed in dealing withthis phenomenon. As the lectures progressed, especially Educational Profession course, we tried to internalize character values toward the students. This had positive impact for them. Today, they are found to be more polite, for example, they greet their lecturers and seniors when they meet them. This study dealt with character values such as: religious, discipline, honest, hard work, responsible, love peace, appreciate achievements, and friendly or communicative. This Exploratory study which was done to internalize character value of the students, has positive impact, this can be seen fromthepositive progress of students' character. Students who already have good character will keep learning to have better personality. This wil affect their future job, especially if they become teachers.

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