A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL

A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.

Reflective Teachers

This study sought to investigate the Indian trainee teachers’ perception of the 21st century skills, to what extent these skills were integrated into teacher education programs, and challenges to their integration. The study followed a mixed approach comprising of both quantitative (e. g. descriptive survey) and qualitative (e.g., interview) research methods taking 500 trainee teachers from 50 teachers’ training colleges using a stratified random sampling technique. Data were analyzed descriptively and inferentially. Findings revealed that few skills were partially integrated while others were poorly integrated, significant differences were found in the ingestion of these skills between trainees of private and government teacher training colleges, and thereby, hampering the aim of making teachers reflective. The study also noted the challenges in integrating these skills that will provide a valuable reference for teacher education curriculum planning and implementation with a view of providing a holistic educational experience among trainee teachers across countries.

Exploring the Continuing Professional Development (CPD) Needs of Basic Schoolteachers in Ghana

This study aims to understand teachers’ perceptions of their professional development needs and examine how these needs are utilised to design CPD interventions for teachers in Ghana. The study uses a qualitative case study research approach to collect data from 25 teachers and five key informants in in-depth interviews. The results demonstrate teachers’ on-going learning needs in pedagogical content knowledge, technology integration in teaching and learning, and school and student management practices. Teachers also revealed that existing CPD interventions inadequately address their specific development needs. Teachers expressed their lack of voice and self-directedness in CPD program planning, design, and implementation, which they attributed as a significant cause of CPD ineffectiveness. Thus, the study recommends that teachers’ learning needs be formed as the pivot around which CPD is organised; to increase teacher participation and CPD program effectiveness.

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

ENGLISH - MAJORING STUDENT TEACHERS’ RESPONSE TO EMPLOYABILITY IN LIGHT OF A TRANSITION TO ONLINE LEARNING

This study discussed English student teachers’ growth in employability as a driving consequence of the transition to emergency remote learning in light of COVID-19 pandemic. The authors focused on senior students reaching graduation during this critical time. The learning mode change was believed to have a significant impact on graduates’ employability capital, thus influencing their post-study career plans. This quantitative research followed Tomlinson’s (2017) graduate employability framework, covering five forms of capital explores their perceptions of employability capital and measures how perceptions vary between groups of backgrounds. Specifically, they sought to develop a comprehensive understanding of how the transition to remote learning has challenged students’ employability capital, which then affected their career-related decision-making following graduation. The findings suggested, besides implications and limitation, five clustered forms of capital and explain why they perceived differently.

Exploring K-3 Educator Perspectives on STEM Learning

Science, technology, engineering, and mathematics (STEM) instruction has become a priority b across the globe in recent years. Elementary educators are seeking ways to integrate STEM in all areas of learning. However, research indicates that most elementary teachers grapple with identifying and using appropriate STEM tools and instructional strategies that teach STEM as an integrated subject. This paper reports on an exploratory study examining the experiences of K-3 teachers (n=26) who contributed to the development of a summer STEM institute. It also examines in greater detail the perceptions of twelve of those participants who participated in the professional development institute. The study used quantitative and qualitative approaches to collect and analyze data. Findings indicate that teachers appreciate the use of inexpensive STEM tools and that they recognize the potential that an integrated STEM project-based learning approach has for young students. Implications for teacher education and professional development are offered along with recommendations for future research.

Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies

This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.

Rethinking Teacher Education via Collaborative Learning

This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.

Peer Supervision

The purpose of this study was to investigate perceptions of school-based managers and educators regarding the link between of peer supervision model teacher development and quality of teaching through teamwork. A mixed method approach characterised by the explanatory sequential design addressed the research questions. Three hundred and one randomly selected participants in 15 districts of the Gauteng province responded to the quantitative phase in form of questionnaires. Three conveniently selected focus group interviews each comprising of 10 purposefully selected school-based managers and educators represented the quantitative results. The findings indicated that school-management team strongly believe that the peer supervision model is a possible tool for improving quality of teaching. In contrast, the South African peer evaluation approach was found to lack teamwork during the evaluation process. It is therefore recommended that peer supervision should be introduced in South African schools to enhance the implementation of the current performance supervision system.

Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration

The purpose of this study was to examine 3rd through 5th grade mathematics teachers' demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom in a southern state in the United States. The study revealed that, overall, teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers' responses to certain statements from the online survey. The findings in this study provided information for administrators in one Central Mississippi school district to increase student engagement and improve statewide test scores in mathematics.