Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra

In South Africa, limited studies have been conducted investigating responsive teaching and little is known about how teachers respond to unexpected events ‘in the moment’ that did not form part of their planning. In this article, we report how a Grade 9 novice and expert teacher responded to unexpected learner offers during the teaching of algebra using a qualitative case study approach. Three consecutive lessons for each teacher were video recorded, transcribed and analysed. Our units of analysis for episodes were teachers’ responses to unexpected learner offers and we coded the responses as ‘appropriate’ or ‘inappropriate’. Indicators used to highlight the degree of quality of the response were ‘minimum’, ‘middle’ and ‘maximum’ if a response was coded as appropriate to a learner’s offer. Once lessons were analysed, the first author conducted video-stimulated recall interviews with each participant to gain insight into the two teachers’ thoughts and decision-making when responding to unexpected learner offers. The findings from this study illustrated that the novice teacher failed to press learners when their thinking was unclear, chose to ignore or provided an incorrect answer when faced with an unexpected learner offer. Conversely, the expert teacher continuously interrogated learner offers by pressing if a learner offer was unclear or if she wanted learners to explain their thinking. This suggests that the expert teacher’s responses were highly supportive of emergent mathematics learning in the collective classroom space.

Assessing the level of readiness of marine specialists to act in extreme conditions

Общепринятые методы оценки уровня подготовленности специалистов различных профилей имеют в своей основе экспертный подход. При этом, каждый эксперт (преподаватель) оценивает специалиста (обучаемого) по своей шкале, основанной на личных знаниях и опыте. Такой подход во многих сферах профессиональной деятельности незаменим, поскольку другого инструмента оценки специалиста не создано. Тестовая оценка знаний также имеет право на существование, но она наиболее применима там, где нужны знания числовых значений или точных формулировок. Для оценки творческого подхода, креативности такой метод неприменим. Возникает вопрос увязки массива разрозненных оценок (баллов) для определения общего уровня подготовки. Особенно остро этот вопрос возникает при оценке уровня готовности морских специалистов к действиям в экстремальных условиях. Для этого метод выведения среднего балла аттестата (диплома) не годится, так как не всякие знания и профессиональные навыки нужны в экстремальных условиях. К тому же при существующих методах оценки готовности специалиста к профессиональной деятельности его психофизиологические и физические качества, как правило, не учитываются. Рассмотрен логико-математический подход к оценке уровня подготовленности специалистов к действиям в экстремальных условиях. В основу положен закон пропорциональности потоков выполняемых работ и ресурсов, которые определяются целевыми функциями и объективными законами функционирования и развития системы «Человек – техника – среда». Generally accepted methods of assessing the level of preparedness of specialists of different profiles have a basic expert approach. At the same time, each expert (teacher) evaluates the specialist (training) on his scale, based on personal knowledge and experience. This approach is indispensable in many areas of professional activity, as no other tool for assessing a specialist has been created. Test assessment of knowledge also has the right to exist, but it is most applicable where knowledge of numerical values or precise formulations is needed. To evaluate creativity, creativity, this method is not applicable. The question arises of linking an array of disparate scores (points) to determine the overall level of training. This issue is particularly acute when assessing the level of readiness of marine specialists to act in extreme conditions. To do this, the method of deducing the average score of the certificate (diploma) is not suitable, as not all knowledge and professional skills are needed in extreme conditions. In addition, in the existing methods of assessing the readiness of a specialist for professional activities, his psychophysiological and physical qualities are usually not taken into account. The logical and mathematical approach to assessing the level of preparedness of specialists to action in extreme conditions is considered. The law of proportionality of the flow of work and resources, which are determined by the targeted functions and objective laws of operation and development of the system «Man - technology – environment» is the basis.

ANDROID BASED E-MODULE DEVELOPMENT ON COMPUTER LEARNING AND BASIC NETWORKS CLASS X TKJ SMK AR-ROUDHOH

The existence of new subjects that are included in the 2013 curriculum in the computer and network engineering department makes teachers have to find teaching materials that can be used. Teachers still use modules in hardfile form which are less attractive so that they affect the teaching and learning process. The purpose of this study was to determine the development of android-based e-modules on computer and basic network subjects for class X TKJ SMK Ar-Roudhoh and the feasibility of developing android-based e-modules on computer and basic network subjects for class X TKJ SMK Ar-Roudhoh. The method used is the Research and Development method using the ADDIE development model. Data collection techniques are carried out by means of observation, questionnaires or questionnaires and instruments. The media validation test was carried out by a media expert lecturer from a PTI lecturer and one material expert teacher from a computer and basic network subject teacher. The instrument for assessing the feasibility of learning media in the form of a questionnaire was carried out by class XI TKJ students at SMK Ar-Roudhoh. The android-based interactive e-module has met the validity criteria by obtaining an average score from all aspects of the assessment, the media expert validator is 81.25% which is in the category worthy of use with revision, and 80% material expert validator in the category worthy of use with revision so that based on the judgment of the experts it is appropriate and suitable to be used as teaching material in Basic Computer and Networking subjects

Learning Specifics of Corporate Culture Development: A Study of Motor Transport Masters Program Graduates

Within the framework of post-industrial development in the motor industry a new management culture based on corporate values is stimulating change in the system of engineering education. In the evolution of the vehicle servicing businesses, second level higher education graduates, (masters of Engineering) are often employed as line managers. The results of a multi-panel academic study involving stakeholders indicated the need for masters program graduates to be actively engaged in the development of corporate culture and training production staff. This highlighted a new competence for line manager which has previously not given adequate focus – training as a part of operational management activities. This is an innovative feature of the Engineer masters Program training process. This article analyzes the curriculum for teaching corporate culture to production personnel. It also specifies the role of a facilitator to replace an expert teacher and formulates the academic problem of teaching specific didactic tools appropriate for corporate culture development to masters students.

Critical Thinking in Collaborative Video Annotations

Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT than positive judgements of expert teacher practices. One hundred forty-one learners' small group discussions in CVA showed HOT annotations devoid of all judgment were the most frequent, and of HOT annotations that did contain criticism, applications of knowledge co-occurred most often with critical judgments, while analysis co-occurred most often with positive judgements, and intellectual modesty with mixed criticism. Results suggest that designs aimed at supporting critical thinking might benefit from expanded explanations of the purpose of observations and scaffolds to support the withholding of criticism.

Ambitious Coaching Core Practices: Borrowing From Teacher Education to Inform Coach Development Pedagogy

Coach development programs have been moving away from knowledge focused, rationalistic pedagogies toward more constructivist, applied approaches that recognize the complex, relational, and contextual nature of coaching and learning to coach. Teacher educators have been doing similar pedagogical work: trying to identify the dynamic elements of what makes an expert teacher and distill those elements into a learner-centered teacher education framework that brings knowledge into action. One such practice-based teacher education framework is ambitious teaching core practices. Core practices are empirically-based moves and social routines that teachers learn to enact adaptively to enhance learning across diverse groups of students. The purpose of this study was to explore the application of ambitious teaching core practices to coach development and take a step toward identifying and defining coaching core practices. Findings from this Delphi panel of expert coaches resulted in 15 ambitious coaching core practices for facilitating athlete performance and well-being including allowing space for athlete exploration, creativity, and problem solving and developing and flexibly executing a practice plan. Applying the concept of core practices to coaching is both a novel way to understand effective coaching and a first step toward a new practice-based coach development framework.