How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study

<p>This case study investigated the long-term influences of compiling a portfolio on resource teachers’ (RTLB) reflection on practice. The findings provide a detailed analysis of the reflection that is stimulated by the portfolio process and the extent to which this has been ongoing in the RTLBs’ practice. Compiling the portfolio stimulated the RTLBs’ reflection on practice in a number of aspects, from selecting cases and evidence to writing, reading, collegial support, and professional supervision. It also promoted a more critical understanding of what it means to be a reflective practitioner. Among these, the writing involved in the portfolio process appears to be one of the most important factors in promoting reflection. However, reflective writing has not been maintained in the participants’ current practice, whereas other aspects of reflection have, to some extent, continued. The overall quality of reflection has thus become more technical, albeit less deep, as it grows to cater for participants’ professional needs. Much emphasis is put on formal/professional supervision and collegial support as important vehicles in maintaining the post-portfolio reflection. The former is deemed highly valuable because of the professional guidance and the sense of direction that a professional supervisor can offer as he/she triggers the RTLB’s reflection, while the latter provides them with opportunities to share with their colleagues the things that they find useful, discuss the issues that they have in common, have their practice challenged and critiqued, and look at better practice. The establishment of communities of practice particularly stands out as an effective vehicle for sustaining reflection. The study includes recommendations for maintaining reflection in the post-portfolio phase, as well as for sustained portfolio use. Suggestions are also made for the application of portfolio assessment in the Vietnamese higher education system. Further research is recommended to expand the scope and scale of this study, as is collecting empirical evidence that would validate the findings in a Vietnamese context. A more thorough investigation into the Vietnamese higher education system and its cultural, social and political features is also recommended in order to generate a more detailed proposal for the application of portfolio assessment in Vietnam.</p>

How Teachers Perceive the Ongoing Influence of a Portfolio on Reflection: A Case Study

<p>This case study investigated the long-term influences of compiling a portfolio on resource teachers’ (RTLB) reflection on practice. The findings provide a detailed analysis of the reflection that is stimulated by the portfolio process and the extent to which this has been ongoing in the RTLBs’ practice. Compiling the portfolio stimulated the RTLBs’ reflection on practice in a number of aspects, from selecting cases and evidence to writing, reading, collegial support, and professional supervision. It also promoted a more critical understanding of what it means to be a reflective practitioner. Among these, the writing involved in the portfolio process appears to be one of the most important factors in promoting reflection. However, reflective writing has not been maintained in the participants’ current practice, whereas other aspects of reflection have, to some extent, continued. The overall quality of reflection has thus become more technical, albeit less deep, as it grows to cater for participants’ professional needs. Much emphasis is put on formal/professional supervision and collegial support as important vehicles in maintaining the post-portfolio reflection. The former is deemed highly valuable because of the professional guidance and the sense of direction that a professional supervisor can offer as he/she triggers the RTLB’s reflection, while the latter provides them with opportunities to share with their colleagues the things that they find useful, discuss the issues that they have in common, have their practice challenged and critiqued, and look at better practice. The establishment of communities of practice particularly stands out as an effective vehicle for sustaining reflection. The study includes recommendations for maintaining reflection in the post-portfolio phase, as well as for sustained portfolio use. Suggestions are also made for the application of portfolio assessment in the Vietnamese higher education system. Further research is recommended to expand the scope and scale of this study, as is collecting empirical evidence that would validate the findings in a Vietnamese context. A more thorough investigation into the Vietnamese higher education system and its cultural, social and political features is also recommended in order to generate a more detailed proposal for the application of portfolio assessment in Vietnam.</p>

The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being

<p>This thesis examines the impact of the Nga Toi professional development and implementation model on resource teachers of Maori and Maori advisors. It explores the inter-relatedness of understanding, doing and being in relation to professional development, and teaching and learning in general. With the intention of acknowledging that 'being' is an equally important component in arts education. This research is a qualitative investigation into the phenomenon of Nga Toi Professional Development and is embedded within a Kaupapa Maori paradigm. Eight participants were interviewed using semi-structured interviews. The interviews were transcribed and analysed using themes that arose out of the data itself. The data was categorised into the three areas of doing, being and understanding to allow for an analysis of what the respondents were saying in relation to the research question, 'How can Maori arts education contribute towards a holistic approach of knowing based on the inter-relatedness of understanding, doing, and being?' It is the interconnectedness of these three concepts that allow for a deeper knowing of things. This could be described as a knowing of the mind, body and soul and equates with terms such as realisation or 'in the zone' and enlightenment. The design of the Nga Toi professional development acknowledged and incorporated the allowance for 'being', as interpreted in this study, into the planning. This created some ambiguity in planning as some things emerged through the process and the learning was retrospective or came out of being reflective. Some of the structures, such as the dramaturgy processes assisted in creating an environment which in equal parts challenged yet supported participants to move into unknown spaces. Integrating 'being' as an integral part of arts education challenges current thought that everything has to be assessed and have an outcome. Being challenges this approach to learning as it is often the immeasurable quotient in a performance or action. Being in the arts evokes an emotional or even spiritual response; you know when it's there but can't predict what it will look like or the impact it will have. From the facilitators perspective success in the Nga Toi professional development was expressed through developing skills, understandings and being through experiential or practical workshops and following it up with the theory. A major intention of this study is to create a space and a dialogue for debate and discussion in regards to the inclusion of 'being' in arts education.</p>

The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being

<p>This thesis examines the impact of the Nga Toi professional development and implementation model on resource teachers of Maori and Maori advisors. It explores the inter-relatedness of understanding, doing and being in relation to professional development, and teaching and learning in general. With the intention of acknowledging that 'being' is an equally important component in arts education. This research is a qualitative investigation into the phenomenon of Nga Toi Professional Development and is embedded within a Kaupapa Maori paradigm. Eight participants were interviewed using semi-structured interviews. The interviews were transcribed and analysed using themes that arose out of the data itself. The data was categorised into the three areas of doing, being and understanding to allow for an analysis of what the respondents were saying in relation to the research question, 'How can Maori arts education contribute towards a holistic approach of knowing based on the inter-relatedness of understanding, doing, and being?' It is the interconnectedness of these three concepts that allow for a deeper knowing of things. This could be described as a knowing of the mind, body and soul and equates with terms such as realisation or 'in the zone' and enlightenment. The design of the Nga Toi professional development acknowledged and incorporated the allowance for 'being', as interpreted in this study, into the planning. This created some ambiguity in planning as some things emerged through the process and the learning was retrospective or came out of being reflective. Some of the structures, such as the dramaturgy processes assisted in creating an environment which in equal parts challenged yet supported participants to move into unknown spaces. Integrating 'being' as an integral part of arts education challenges current thought that everything has to be assessed and have an outcome. Being challenges this approach to learning as it is often the immeasurable quotient in a performance or action. Being in the arts evokes an emotional or even spiritual response; you know when it's there but can't predict what it will look like or the impact it will have. From the facilitators perspective success in the Nga Toi professional development was expressed through developing skills, understandings and being through experiential or practical workshops and following it up with the theory. A major intention of this study is to create a space and a dialogue for debate and discussion in regards to the inclusion of 'being' in arts education.</p>

PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA / ACCEPTATION PAR LES PAIRS, ET PERCEPTION DE L'ACCEPTATION DES ÉLÈVES DÉFICIENTS VISUELS DANS UN ENVIRONNEMENT INCLUSIF AU GHANA

<p>This study explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions.</p><p> </p><p>Cette étude a exploré le niveau d'acceptation par les pairs des étudiants ayant de déficiences visuelles et leur perception de l'acceptation par leurs pairs voyants dans un environnement inclusif au Ghana, en utilisant la conception d'étude de cas. Vingt étudiants ayant de déficiences visuelles et deux enseignants-ressources ont été sélectionnés sur la base d'un échantillonnage de recensement pour l'étude. Les données issues de l’entretien ont été codées et analysées à l'aide de l'approche thématique. L'étude indique que les étudiants malvoyants sont acceptés par leurs pairs voyants, plus particulièrement en raison de leurs compétences sociales et de leurs prouesses scolaires. L'étude a également révélé que les étudiants ayant de déficiences visuelles ont une perception positive par rapport à leur participation sociale à l'école. Bien que les étudiants soient assez satisfaits de leur participation, ils ont exprimé leur frustration sur la façon dont certains enseignants les excluent au cours de l’enseignement en classe. L'étude recommande, entre autres, que les enseignants des écoles inclusives organisent davantage de programmes de conseil ou de sensibilisation pour tous les élèves afin de les éduquer sur les questions de handicap et sur la manière d'assurer des relations amicales entre les élèves handicapés et non handicapés. Cela favoriserait l'acceptation des personnes handicapées par les personnes non handicapées. Les personnes ressources qui sont des éducateurs spécialisés sont également encouragées à sensibiliser périodiquement les enseignants sur l’enseignement en classe.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables

This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.

On the issue of forming professional competencies in the preparation of bachelors of the direction 44.03.03 «Special (defectological) education» in inclusive practice

The on-going processes of modernization in education are aimed at increasing the level of professional competence of a modern resource teacher's personality, at creating conditions for the realization of the intellectual and creative potential of all participants in the educational process. At present time an inclusive approach in education is becoming increasingly important; accordingly, the importance of the professional competence of future teachers is objectively increasing competitiveness. Based on the key, basic and special levels of professional readiness of young specialists, the prospects for the development and improvement of the field of Correctional Pedagogy begin to occupy dominant positions in special education. The problem of the research lies in the disclosure of topical issues of the formation of professional competencies of students in the direction of «Special (defectological) education» in the conditions of inclusive practice. The purpose of the study is to determine the main professional competencies of students enrolled in the defectological education, taking into account the inclusive approach in teaching. The research methods used are analysis, synthesis, generalization. The experimental base is SEI HE MO «Moscow State Regional University». The research results: the concepts of «professional competence», «inclusive pedagogical practice» have been disclosed; three main blocks of professional competencies of resource teachers (key, basic, special), the nature of their implementation in the conditions of inclusive practice have been identified. Key conclusions are the following: the formation of students' professional competencies (key, basic, special) is an indisputable guarantee of successful development in the process of inclusive pedagogical practice of diagnostic, design, organizational, communicative abilities of a person; key competencies determine the analysis and synthesis of one's own pedagogical activity, basic competencies determine the knowledge, skills and abilities used in working with disabled children, special ones - reflect the professional readiness of future specialists in the implementation of a special correctional educational process.

Exploration of Teachers' Role in Resource Class: A Case from an Integrated School

This study aimed at exploring the teacher’s role in resource class especially focusing on how resource teacher contributes to mainstreaming of children with disability. For this purpose, the researcher applied hermeneutics phenomenology as a research design. Five resource teachers from two integrated school from Kathmandu valley were selected as research participants by purposive sampling. The researchers adopted in depth interview and class observation to gather the rigorous information. Data analysis had been carried out along with the categorization of themes of collaboration, observation of activities of resource teachers and understanding of service delivery model. From the interview protocol the responses were transcribed and basic themes had been organized. Main themes were extracted from the basic themes. Main theme had been discussed with thematic network to draw final conclusion. The findings showed that the roles and responsibility of resource teachers are to support general teacher, to teach basic adaptive skills for children with the disability, creating collaborative environment with the parents and professionals. Therefore, the resource teacher’s roles to identification of need for children with disability, co-operation with parents and general teachers that contributes to transition planning in the individualized education plan. The findings provided implications that produced a plan to assist in the collaboration between the two educational environments.

Effectiveness of Online Learning during The Covid-19 Pandemic in Deli Serdang District Junior High School

The purpose of this study is to explain about the effectiveness of online learning during the covid-19 pandemic in junior high school in Deli Serdang Regency, North Sumatra, this research method is descriptive qualitative and conducted with online media, the result of this study is: The implementation of online learning in SMP Deli Serdang district contributes to habituation efforts in using online applications that are likely to grow in the future. Teachers' ability to choose learning methods and their skills in operationalizing online learning applications strongly supports the online learning process. All teachers of Deli Serdang District Junior High School are able to operate WhatsApp application even though it is not yet maximized. This online learning is considered ineffective in Deli Serdang Junior High School, because there are still obstacles such as: 1) quotas that must be purchased by students, 2) the assignments given always accumulate, 3) the conditions and circumstances of the student's home are different so that students must be divided into focus with other things, 4) understanding and explanation of the teacher has been delivered but less so directly understood by students so that they need help from others, 5) intrinsic motivation of students, lack of motivation to learn from parents. The success of the online learning system depends largely on some components of learning itself, whether from students, learning resource teachers, or information technology. .