scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances ◽  
Information And Communication

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Yousef Al Marshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Rapid Change ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It Focuses lower case F on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods reference needed. The study was done based on 120 people from Aljouf region which includes the city of Sakaka, Duma, Garra and Zallum. Its subjects are 60 male teachers and 60 female teachers carefully selected how? For the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterized by its rapid change and great technological advances.

scholarly journals The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 62
Author(s):  
Kenan BAŞ
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Class Size ◽  
Social Studies Teachers ◽  
Future Research ◽  
Management Skills ◽  
Self Confidence ◽  
The Social ◽  
Significant Difference ◽  
The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

scholarly journals Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. p36
Author(s):  
Taraneh Sabouri ◽  
Chris Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Instructional Strategies ◽  
English Language ◽  
Language Learner ◽  
Social Studies Teachers ◽  
Marginal Effect ◽  
Instructional Approaches ◽  
Learner Centered

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.

scholarly journals A Qualitative Investigation of the Effects of Mentoring: Teacher Narratives from Tianjin, China

2018 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Paul John Edrada Alegado
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Qualitative Investigation ◽  
Management Skills ◽  
Teacher Narratives ◽  
Teacher Interviews ◽  
Mentoring Relationship

The uniqueness of this research captures the dynamics of mentoring relationship between mentors and mentees and to what extent they have an impact on each other. Based on the qualitative analysis from teacher interviews done in Tianjin, China, the mentees greatly benefit from this relationship evident on the pedagogical knowledge, classroom management skills and psycho-behavioral aspects that they perceived and reported. On the other hand, mentors highlighted the effect on their leadership capacity and the sense of validation they get from this relationship. This paper concluded that although the benefits may not be weighed exactly the same on both ends, the effects are fundamentally significant and still ‘mutual’. The understanding of how teachers perceive and receive mentoring structures present in their school systems support and promote the literature on mentoring as professional development, induction, and an established practice that transcend vividly in a Chinese context.

scholarly journals Are Seminar Periods Supportive of the Professional Development of Social Studies Teachers?

2016 ◽  
Vol 5 (1) ◽  
pp. 218
Author(s):  
Selcuk Besir Demir ◽  
Soner Dogan ◽  
Turgay Atasoy
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Sampling Methods ◽  
Structured Interview ◽  
Social Studies Teachers ◽  
Data Collection Tool ◽  
Purposeful Sampling ◽  
Study Results ◽  
Sample Method

<p>The purpose of this study is to determine the efficiency of the seminar periods intended for contributing to the professional development of social studies teachers based on their own perspectives. This study adopts a qualitative approach and is carried out in the form of a case study. Among the purposeful sampling methods, the criteria sample method was used in the study. The sampling consisted of six social studies teachers in Sivas: three males and three females. In the research, semi-structured interview form was used as a data collection tool. As a result of the analysis conducted in the study, two main themes were identified: 1) findings regarding the seminar period and the activities conducted during that period, and 2) findings regarding the factor of efficiency of the seminar period. Based on the study results, seminar periods are found to be unfruitful for social studies teachers.</p>

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices

2019 ◽  
Vol 22 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Diane Myers ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Management Skills ◽  
Opportunities To Respond ◽  
Empirically Supported ◽  
Brief Training ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.

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