Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.

Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation

Student performance assessments play an important role in the training process. They reflect how well students performed their learning activities. The goals of assessment are multiple according to their functions. Among assessment forms currently applied at higher education institutions, the formative assessment shows its strength over others by offering great contributions to the innovation of teaching and learning activities. Appropriate use of this form of assessment leads to a successful teaching and learning process, and a much better result and quality of training. This paper focuses on the view of formative assessment management from teachers’ lenses in order to help adjust teaching/learning methods and curriculums. To learn more about the reality of formative assessment for English majors and how it is managed by various stakeholders, a questionnaire and interviews were used. The investigation's findings reveal a substantial lack of teacher knowledge of the nature and strengths of formative assessment. These findings also point to new ways to increase student motivation through the use of formative assessment.

Examining (Re)Constructive History through the Experiences of Asian American Teachers

This article summarizes a case study of three Asian American teachers and their experiences in integrating Asian American perspectives into their social studies teaching. Through examining these teachers’ experiences, the importance of teacher dispositions, teacher knowledge of Asian American histories, and access to ongoing professional learning opportunities that centered equity emerged as critical to integrating Asian American perspectives into the curriculum.

grafos y la edición digital

Allés Torrent, S., del Rio Riande, G. (2018). Enseñar edición digital con TEI en español. Aprendizaje situado y transculturación. En G. del Rio Riande, G. Calarco, G. Striker, y R. De León. (Eds.). Humanidades digitales: construcciones locales en contextos globales. Actas del I Congreso Internacional de la Asociación Argentina de Humanidades Digitales (pp. 237-250). Facultad de Filosofía y Letras de la Universidad de Buenos Aires. Biblioteca Electrónica Textual del Teatro en Español, 1868-1936 (BETTE). https://github.com/GHEDI/BETTE Braicovich, T. (2020). Grafos y su enseñanza. Números: Revista de didáctica de las matemáticas, 103: 7-11. Bravo Ramón, F.J. (2017). Wikivantes: ¿Un proyecto de Humanidades Digitales? Revista de Humanidades Digitales, 1: 193-206. Canet Vallés, J.L. (2014). Reflexiones sobre las humanidades digitales. En S. López Poza y N Pena Sueiro (eds.). Humanidades Digitales: desafíos, logros y perspectivas de futuro (pp. 11-20). Universidade da Coruña/SIELAE. Casaola, L. (2018). Experiencia educativa con TIC: Celulares en acción. En G. Del Rio Riande, G. Calarco, G. Striker y R. De León (Eds.). Humanidades digitales: construcciones locales en contextos globales. Actas del I Congreso Internacional de la Asociación Argentina de Humanidades Digitales (pp. 188-195). Facultad de Filosofía y Letras de la Universidad de Buenos Aires. Delors, J. (1996). Los cuatro pilares de la educación, en La educación encierra un tesoro. Informe a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI (pp. 91-103). Santillana/UNESCO. DraCor. https://www.dracor.org/ Dussel, I. y Trujillo Reyes, B. F. (2018). ¿Nuevas formas de enseñar y aprender? Las posibilidades en conflicto de las tecnologías digitales en la escuela. Perfiles educativos, 40(0): 142-178. Ezquerra Martínez, A. (2004). ¿Cómo ve el alumnado la trayectoria de un objeto?: análisis de imágenes con la utilización de "grafos". Educatio siglo XXI: Revista de la Facultad de Educación, 22(1): 207-230. Fischer, Frank, Börner, I., Göbel, M., Hechtl, A., Kittel, C., Milling, C. y Trilcke, P. (2019). Programmable Corpora: Introducing DraCor, an Infrastructure for the Research on European Drama. In Proceedings of DH2019: "Complexities", Utrecht University, doi:10.5281/zenodo.4284002. Fischer, F., Santa María Fernández, T., Calvo Tello, J. y Milling, C. (2021). Una perspectiva comparativa del teatro español: integración de la “Biblioteca Electrónica Textual del Teatro en Español” en la plataforma “DraCor”, en Las Humanidades Digitales como expresión y estudio del patrimonio cultural (pp. 273-282). Universidad de Castilla-La Mancha Gómez, S., Calvo Tello, J., González, J. M. y Vilches, R. (2015). Hacia una Biblioteca Electrónica Textual del Teatro en Español de 1868-1936 (BETTE). Texto Digital 11 (2): 171–84. https://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2015v11n2p171/30960 Jiménez, M. C., Santa María Fernández, T. y Calvo Tello, J. (2017). Biblioteca Electrónica Textual del Teatro en Español (BETTE). UNIR. https://github.com/GHEDI/BETTE Jiménez Alcázar, J. F., Fabián Rodríguez, G. Maris Massa, S. (Coords.). (2020). Humanidades digitales y videojuegos. Universidad de Murcia. Koehler, M. y Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. Marcos Marín, F. (2018). Las humanidades digitales y la enseñanza de lenguas. En A.M. Cea Álvarez, C. Pazos Justo, H. Otero Doval, J. Lloret Cantero, M. Moreda Leirado. y P. Dono López. (eds.) Investigación e innovación en la enseñanza de ELE: Avances y desafíos (pp. 133-150). Universidade do Minho. Martínez Carro, E. y Santa María, T. (2019). Biblioteca Electrónica Textual del teatro español (1868-1936) e investigación con grafos. Revista de Humanidades Digitales, 3: 23-45. Martínez Zarzuelo, A. (2016). Grafos en un contexto educativo: una nueva forma de organizar contenidos usando TIC. Edunovatic 2016. I Congreso Virtual internacional de Educación, Innovación y TIC: del 14 al 16 de diciembre de 2016. Libro de actas (pp. 739-741). REDINE. Mendoza Gamiño, A. (2016). El nuevo campo de investigación de las Humanidades Digitales y su vinculación con las metodologías didácticas. En R. Roig Vila (coord.): Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje (pp. 1741-1750). Universidad de Alicante. Menéndez de la Cuesta González, A. (2019). Humanidades Digitales: en español, en portugués. Encuentros digitales: escrituras, colecciones, aprendizajes en español. Fundación BBVA. Padilla, C. y López, E. (2019). Prácticas de retroalimentación en aulas universitarias de humanidades: Comentarios digitales docentes y perfiles estudiantiles de escritor. Revista signos: estudios de lingüística, 52 (100): 330-356. Puche Gil, J. (2019). 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“I feel the Responsibility”

Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education

Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom

The current study examined elementary (or primary) school teachers’ knowledge of student anxiety and evidence-based anxiety reduction strategies, whether this knowledge was associated with their use of evidence-based anxiety reduction strategies in the classroom, and correlates of teacher knowledge and use of anxiety reduction strategies in the classroom. Fifty-one volunteer elementary teachers (98% female; 98% White) participated and completed questionnaires about: themselves and work-related factors (e.g., years of teaching experience, self-efficacy), knowledge of student anxiety and anxiety treatment (e.g., core manifestations of anxiety such as physiological arousal, behavioural avoidance, and anxious thoughts), and use of anxiety reduction strategies in the classroom (e.g., relaxation strategies, encouraging the use of coping self-talk, and gradual exposure to feared situations). Results indicated that the average score on the knowledge assessment was 57% and knowledge levels were unrelated to self-reported use of anxiety reduction strategies. The most robust correlate of knowledge of anxiety and use of anxiety reduction strategies was teachers’ perceived personal accomplishment. Findings suggest additional teacher training to increase knowledge about student anxiety and use of evidence-based anxiety reduction strategies in the classroom is warranted.

Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction

Background: Pre-service teachers (PSTs) training does not equip students with adequate skills and knowledge of geometry to enable them to teach this section of mathematics competently. Inadequate teacher knowledge of transformation geometry, in particular, requires intervention that targets PSTs’ faulty reasoning displayed in errors they make.Aim: The aim of this study was to explore the use of Bachelor of Education (BEd) students’ faulty reasoning in geometric translations, in designing a Van Hiele phase-based instructional programme that could address such faulty reasoning.Setting: The setting for the study was a newly established rural university in South Africa.Methods: Tests on geometric translations were administered to BEd Foundation Phase students, followed up by interviews to explore errors made when responding to the test items. The errors were then mapped to the design of a Van Hiele phase-based instructional programme.Results: The results revealed that the students had several misconceptions with geometric translations. The misconceptions were delineated into the errors that the students displayed and these were classified under two themes. The first theme was incorrect properties of transformation and under this theme, the errors were coded as confusing translation with rotation, wrong translation method, incorrect interpretation of coordinates and confusing the x and y axis. The second theme was errors involving basic mathematics operations including wrong diagrammatic representation of coordinates and incorrect calculations.Conclusion: The study showed that if the students’ misconceptions and the resulting errors are mapped to specific instructional approaches, their faulty reasoning in geometric transformations is addressed and effective learning is enhanced.