Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills

A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.

Teacher educators’ understanding of integrating lesson study into pre-service teacher education

In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

‘I’m too busy to teach’. Tips for teaching when time is tight

Prioritising teaching when clinical practice is hectic can be difficult. Often teaching is seen to be confined to formal structured events. This article aims to highlight the abundance of learning opportunities that arise outside of such formal teaching events in daily clinical practice. It first discusses the qualities and skills of a time-efficient, yet effective, teacher. Practical suggestions are then provided in order to maximise learning from important opportunities that occur daily from handovers, ward rounds, clinics to tea-trolley teaching aiming to give encouragement to all that valuable teaching is possible even when time is limited.

Supporting teacher learning during the professional development experience: The case of national board certification

Amidst increasing globalized pressures to raise student achievement, nations are heavily investing in various forms of teacher professional development. In the United States, teachers are increasingly electing to pursue National Board Certification, yet few studies have analyzed the experience within the greater complex system of teaching and learning. Viewed from this approach, findings from this study suggest that numerous dynamic forces—relationships, partnerships, structures, and policies—interact in various patterns that can potentially support effective teacher professional development. Implications suggest a need for broader conceptualization, greater cohesion, and more strategic integration of teacher learning in education policy.

Self-Directed Professional Development: EFL Teachers' Understanding

Self-directed professional development is the process to develop professionally with the help of self-motivation, self-initiation, and strong willpower. Teacher development through self-direction is the concern these days in Nepal. The study explores the experiences of secondary-level English language teachers in the practice of self-directed professional development strategies within the theoretical framework of adult learning theory, more specifically, a key component of self-directed learning. Based on the telephone interviews with five English teachers teaching English at the secondary level of Dadeldhura district, the practice of the experience of practicing self-directed learning strategies was explored. The study reveals that the teacher teaching in secondary level challenges like large class, less or no effective teacher training, improper use of CAS, and lack of teaching material in the teaching profession. To tackle these challenges, they adopt different strategies themselves. Mainly this study showed that strategies like reading printed materials, use of internet and ICT tools, action research, reflection, and collaboration among teachers are some common among them. These strategies are very often and easy for their professional development. These strategies are adopted for solving mainly everyday problems. Despite being in remote areas of Nepal secondary level English teachers are self-motivated to adopt different strategies for their professional development.

Evaluation of Teaching Performance of Mathematics Teachers in Thamar Schools in Yemen during the War in light of the effective Teacher Evaluation Model for (Marzano): تقييم الأداء التدريسي لمعلمي الرياضيات بمدارس مدينة ذمار باليمن أثناء الحرب في ضوء نموذج التقييم الفعال للمعلم لـ (Marzano)

The present research aimed at evaluating the teaching performance of Mathematics teachers in Thamar city schools in Yemen during the war in light of the effective teacher evaluation model for (Marzano). To achieve this aim, the descriptive approach was employed, and a note-card was developed based on the criteria and indicators of the special strategies and behavior originating from the effective evaluation model for teacher developed by (Marzano). This card consisted of (41) indicators distributed on three sections, and it was applied to a cluster-random sampling on (64) Mathematics teachers in Thamar primary and secondary schools. The study results revealed that the overall performance of participants was on average. Similarly, the results revealed that the level of performance of the participants in both routine skills and immediate skills was on average. However, the results showed that there was a low level of performance in skills pertinent to the content. The study results showed statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (type the school) and in favor of private school teachers. The study results also showed that there were statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (gender), in favor of the female teachers. In addition, the study results showed that there were statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (years of experience) and in favor of teachers whose experience is less than (5) years, and those whose experiences ranged between (5-10) years, compared to teachers whose experiences were more than (10) years of experience, Conducting professional development courses for mathematics teachers in accordance with the criteria of effective teacher evaluation, neutralizing educational institutions from war and disbursing teachers’ salaries.

Would-be teachers' digital/information literacy competencies in the world of contradictory information

Aim: My research aims to assess the digital competence of prospective teachers and to establish what tools they will need in their future teaching to motivate the young generations to read more. Learning by reading and then teaching based on reading and learning is gaining ground with increasing intensity in our digital world. We should also take into consideration that these activities are rapidly claiming the digital space. Taking it a little further, this paper's goal is to find answers to the following questions: What kind of sources will would-be teachers use in education? In the case of online information, will they distinguish false or unreliable information from what is true and reliable? What can be regarded as "fake news"? Do the future teachers have adequate media and information literacy to inform their students about good electronic and traditional sources, too? What digital competencies do they have, and what are the most important qualities of a good and effective teacher in their judgement? Methods: The study will be devoted to these issues, focusing on Hungarian and Carpathian-Basin teacher-training programs. Regarding methodology, an ongoing empirical survey was used, based on a questionnaire that investigated how Hungarian university students relate to the above issues. Results: As a result, the study will focus on the Hungarian National Core Curriculum 2020, which created the ‘Digital Culture’ subject and develops media literacy. Conclusion: I find the appearance of fake news very important in education. In my following study, I would like to deepen the understanding of different practices, get to know new ones, and assess the opinion of the teachers who are and will be working in Hungarian public education.

Teaching with Inspiration; the Challenges of Motivational Factors within the Educational Sector in the Kurdistan Region of Iraq

This research paper investigates the significance of motivational factors to inspire teachers in the Kurdistan Region of Iraq. The aims of this study are defined as the following: first to highlight the importance of motivation that has an inordinate character in encouraging teachers to teach successfully. Second, the significance of teaching with pleasure has an impact on students’ performances. This study involved a mixed-method approach and was conducted in two stages: first, the researcher gathered qualitative data by conducting individual interviews. Second, the researcher collected quantitative data by managing a questionnaire for students. To investigate this matter, an experimental study was conducted with the participation of 153 students from 5 colleges of 2 universities in the Kurdistan Region of Iraq. 24 teachers were interviewed from 5 colleges and 2 universities in the same region. The findings exhibited in this study that the nature of motivational factors is sophisticated and it is a keystone for an effective teacher to obtain it effectively. In conclusion, the findings show that the motivational factors have more critical indicators of the literature reviews and descriptive methodology that is solid for data analysis.

Applying Funds of Knowledge in a New Zealand High School: The Emergence of Team-based Collaboration as an Approach

<p>Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for more effective teacher practices to support minoritized students‟ learning, in the interests of social justice. Learning about students' funds of knowledge (FoK) allows teachers to offer relevant learning experiences, achieving a fuller socio-constructivist approach to teaching and learning (González, Moll, & Amanti, 2005). This study explores the relevance of the FoK concept in the New Zealand context, and its application at high school level. For the purposes of this qualitative study, participants (n = 21) from a high school community were organized into five teams; three teams included a teacher, students, and their parents, and two included a teacher and students. Each team negotiated, implemented, and evaluated strategies for the teacher to learn about students' FoK. Findings highlight the dual layer of benefits arising from participation in collaborative teams and teacher inquiry into students' FoK. Each team formed a temporary system which transcended school norms and values, allowed members to interact in new ways, and provided a safe space for exploration of the application of FoK. A conceptual map outlining elements of the team-based collaboration (TBC) approach identifies factors related to purpose, participants, and process which generated each team's culture. Complex interplay of contextual elements influenced teams' milieu, decision-making, and valued outcomes. Valued outcomes included: identification of diverse FoK held by Māori and Pasifika students; development of closer teacher-student relationships and increased mutual commitment; greater evidence of effective learning behaviors in class; and pedagogical applications that were congruent with existing teaching programs. Barriers to valued outcomes suggest areas for participant training; these included the matching of strategy choice to participants to illuminate FoK, traditional teacher-student dynamics, and time and timing. Implications for teacher practice and future research are identified.</p>