Mobile learning: a workforce development strategy for nurse supervisors.

Science.gov (United States)

Mather, Carey; Cummings, Elizabeth

2014-01-01

Digital technology provides opportunities for using mobile learning strategies in healthcare environments. To realise the vision of the National Workforce Development Strategy there needs to be innovation of health professionals to further develop knowledge and skills of clinical supervisors to access and gain an understanding of the value of mobile learning at the workplace. The use of digital technology by clinical supervisors was explored in 2012 as part of a teaching development grant to evaluate the use of Web 2.0 technology to develop a community of practice about clinical supervision. Prior to developing the virtual network of clinical supervisors, feedback about the use of Web 2.0 technology by clinicians was sought via an online survey. Over 90% of respondents used social media, 85% understood what a blog and wiki were and approximately half of the respondents used smart phones. More than one-third indicated they would participate in a virtual community of practice and would like to receive information about clinical facilitation at least once per week. Findings indicate both inhibitors and opportunities for workforce development within healthcare environments that need to be addressed. Support of graduate-ready nurses can be achieved through an integrated outlook that enables health professionals within organisations to undertake mobile learning in situ. A flexible and collaborative approach to continuing professional development within organisations could enhance practice development and could positively impact on workforce development.

The University Supervisor, edTPA, and the New Making of the Teacher

Science.gov (United States)

Donovan, Martha K.; Cannon, Susan O.

2018-01-01

As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy…

Evaluation of the 10th Grade Computerized Mathematics Curriculum from the Perspective of the Teachers and Educational Supervisors in the Southern Region in Jordan

Science.gov (United States)

Al-Tarawneh, Sabri Hassan; Al-Qadi, Haitham Mamdouh

2016-01-01

This study aimed at evaluating the 10th grade computerized mathematics curriculum from the perspective of the teachers and supervisors in the southern region in Jordan. The study population consisted of all the teachers who teach the 10th grade in the southern region, with the total of (309) teachers and (20) supervisors. The sample consisted of…

Theory of Multiple Intelligences at Teacher Supervision

Directory of Open Access Journals (Sweden)

İzzet Döş

2012-07-01

Full Text Available This study aims to determine views of teachers and supervisors related to the multiple intelligences in students’ learning that they took into consideration in the evaluation of teachers during lesson supervision. The study was conducted with 5 supervisors who work at Kahramanmaraş provincial directorate of national education and 10 teachers who work at primary schools in the centre of Kahramanmaraş in 2011-2012 year. Data was gathered with the help of interview form consisting of five open-ended questions. In the analysis of the data content analysis which is one of the qualitative research methods. According to the results of the analysis, it has been found that usage of multiple intelligences theory in the evaluation students’ learning during supervision enabled them to evaluate students’ learning in a more detailed way. It also made it possible for the supervisors to examine supervision evaluations at different levels. It was also mentioned that supervisions made according to multiple intelligence theory has some limitations.

How personality traits affect clinician-supervisors' work engagement and subsequently their teaching performance in residency training.

Science.gov (United States)

Scheepers, Renée A; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

2016-11-01

Clinician-supervisors often work simultaneously as doctors and teachers. Supervisors who are more engaged for their teacher work are evaluated as better supervisors. Work engagement is affected by the work environment, yet the role of supervisors' personality traits is unclear. This study examined (i) the impact of supervisors' personality traits on work engagement in their doctors' and teachers' roles and (ii) how work engagement in both roles affects their teaching performance. Residents evaluated supervisors' teaching performance, using the validated System for Evaluation of Teaching Qualities. Supervisors' reported work engagement in doctor and teacher roles separately using the validated Utrecht Work Engagement Scale. Supervisors' personality traits were measured using the Big Five Inventory's five factor model covering conscientiousness, agreeableness, extraversion, emotional stability and openness. Overall, 549 (68%) residents and 636 (78%) supervisors participated. Conscientiousness, extraversion and agreeableness were positively associated with supervisors' engagement in their teacher work, which was subsequently positively associated with teaching performance. Conscientious, extraverted, and agreeable supervisors showed more engagement with their teacher work, which made them more likely to deliver adequate residency training. In addition to optimizing the work environment, faculty development and career planning could be tailor-made to fit supervisors' personality traits.

The perceptions of inquiry held by greater Houston area science supervisors

Science.gov (United States)

Aoki, Jon Michael

The purpose of this study was to describe the perceptions of inquiry held by responding greater Houston area science supervisors. Leading science organizations proposed that students might be better served if students are mentally and physically engaged in the process of finding out about natural phenomena rather than by didactic modes of teaching and learning. During the past fifty years, inquiry-based instruction has become a significant theme of new science programs. Students are more likely to make connections between classroom exercises and their personal lives through the use of inquiry-based instruction. Learning becomes relevant to students. Conversely, traditional science instruction often has little or no connection to students' everyday lives (Papert, 1980). In short, inquiry-based instruction empowers students to become independent thinkers. The utilization of inquiry-based instruction is essential to a successful reform in science education. However, a reform's success is partly determined by the extent to which science supervisors know and understand inquiry and consequently promote its integration in the district's science curricula. Science supervisors have the role of providing curriculum and instructional support to science teachers and for implementing science programs. There is a fundamental need to assess the perceptions of inquiry held by greater Houston area science supervisors. Science supervisor refers to a class of job titles that include department chairperson, science specialist, science consultant, and science coordinator. The target population was greater Houston area science supervisors in Texas. This study suggests that there are three major implications for educational practice. First, there is the implication that responding greater Houston area science supervisors need an inclusive perception of inquiry. Second, responding greater Houston area science supervisors' perception of inquiry may affect the perceptions and understandings

[An expert should be a teacher rather than a process supervisor].

Science.gov (United States)

van Gijn, Jan

2009-05-16

Most medical schools in the Netherlands have replaced 'old-fashioned' lectures by teaching in small groups. This system requires so many teachers that it largely depends on junior staff, who have no specialised knowledge of the subjects at hand but act as a supervisor while students teach each other. Oddly enough some regard this as an advantage. In general it is a shoddy substitute because teaching is an art, because students cherish proper explanations and because the students are deprived of.

Teacher Professional Development

Directory of Open Access Journals (Sweden)

Nareerat Rakwichitkul

2017-06-01

Full Text Available Teacher professional development are the teachers’ learning process throughout their career stages to ensure that teachers have knowledge, skills and needed competencies for teaching among rapid changes in social, economic and technology which have the impact on learning and teaching. This article deals with the topics of the framework for teaching, teacher career stages and teacher professional development. The research findings related to teacher professional development, teacher professional development activities, suggestions for planning the professional development. Those research findings can be applied and implemented by the school principals, educational supervisors and other professional developers.

The Mediating Role of Job Satisfaction on the Relationship between Teachers' Perceptions of Supervisor Support and Job Performances

Science.gov (United States)

Uzun, Tevfik; Ozdem, Güven

2017-01-01

The main purpose of this study is to examine the relationship between teachers' perceptions of supervisor support and job performances and the mediating role of job satisfaction in this relationship. The study group consists of 206 teachers working in the public high schools in the Giresun province centre during the 2016-2017 academic year. The…

How personality traits affect clinician-supervisors' work engagement and subsequently their teaching performance in residency training

NARCIS (Netherlands)

Scheepers, Renée A.; Arah, Onyebuchi A.; Heineman, Maas Jan; Lombarts, Kiki M. J. M. H.

2016-01-01

Clinician-supervisors often work simultaneously as doctors and teachers. Supervisors who are more engaged for their teacher work are evaluated as better supervisors. Work engagement is affected by the work environment, yet the role of supervisors' personality traits is unclear. This study examined

General practitioners as supervisors in postgraduate clinical education

DEFF Research Database (Denmark)

Wearne, Susan; Dornan, Tim; Teunissen, Pim W.

2012-01-01

Context General practice supervisors are said to serve as the cornerstones of general practice postgraduate education and therefore it is important to clearly define their roles and what makes them effective. The commonly used definition of a supervisor is not primarily based on general practice...... with resident doctors that provided a foundation for learning. Residents needed a balance of challenge, usually provided by patients, and support, provided by supervisors. Supervisors established learning environments, assessed residents' learning needs, facilitated learning, monitored the content and process...... of learning and the well-being of residents, and summarised learning in ways that turned 'know that' into 'know how'. Conclusions General practice must be expert in ensuring patients are well cared for 'by proxy' and in giving residents just the right amount of support they need to face the challenges posed...

Exploring PCK ability of prospective science teachers in reflective learning on heat and transfer

Science.gov (United States)

Nurmatin, S.; Rustaman, N. Y.

2016-02-01

Learning can be planned by the person him/herself when he or she tries to reflect his/her learning. A study involving prospective science teachers in junior secondary schools was carried out to analyze their ability on Pedagogical Content Knowledge (PCK) in reflective learning after teaching practice. The study was focused especially in creating Pedagogical and Professional Repertoires (PaP-eRs) as part of resource-folios. PaP-eRs as a narrative writing in the learning activities are created by prospective science teachers after lesson plan implementation. Making the narrative writing is intended that prospective science teachers can reflect their learning in teaching. Research subjects are six prospective science teachers who are implementing "Program Pengalaman Lapangan" (PPL) in two junior secondary schools in Bandung, West Java, Indonesia. All of them were assigned by supervisor teachers to teach VII grade students on certain topic "heat and its transfer". Instruments used as a means of collecting data in this study is PaP-eRs. Collected PaP-eRs were then analyzed using PaP-eRs analysis format as instruments for analysis. The result of analyzing PaP-eRs indicates that learning activities, which narrated, involve initial activities, core activities and final activities. However, any activity, which is narrated just superficial as its big line so the narration cannot be, used as reflective learning. It indicates that PCK ability of prospective science teachers in creating narrative writing (PaP-eRs) for reflective learning is still low.

Predicting Supervisor Capacities to Foster Higher Forms of Learning through Undergraduate Medical Student Research

Science.gov (United States)

MacDougall, Margaret

2014-01-01

The credibility of short-term undergraduate research as a paradigm for effective learning within Medicine has been recognized. With a view to strengthening this paradigm and enhancing research-teaching linkages, this study explores whether particular types of research supervisor are pre-disposed to providing supportive learning environments.…

The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons

Science.gov (United States)

Schwartz, Catherine; Walkowiak, Temple A.; Poling, Lisa; Richardson, Kerri; Polly, Drew

2018-01-01

This research explores the frequency and nature of mathematics-specific feedback given to elementary student teachers by university supervisors across a collection of post-lesson observation forms. Approximately one-third of the forms (n = 250) analysed from five large universities had no comments related to mathematics. Forms that did have…

The Influence of Supervisor's Transformational Leadership on Learning Culture and Learning Transfer of Nuclear R and D Personnel

International Nuclear Information System (INIS)

Min, Sang-Ki; Hwang, Hye-Seon; Jin, You-Rim; Lee, Eui-Jin; Lee, Soo-Jin

2017-01-01

Transformational leadership means that supervisors try to support the members individually, and encourage them to find new methods and approaches. In this study, it was identified empirically that a supervisor's transformational leadership has a strong influence on the learning culture and learning transfer of nuclear R and D personnel. To develop the competency of R and D personnel, not only formal education programs but also informal learning such as workplace learning have been carried out in the nuclear R and D organization. In this situation, transformational leadership has an effect on willingness and behavior of nuclear R and D personnel on the formal and informal learning. Therefore, transformational leadership is crucial factor in the human resource development system. The leadership required by them is not a one-sided order, but rather individual consideration, charisma, and intellectual stimulation for their nuclear R and D members. As a point of nuclear training and education, it is necessary to consider the operation of leadership programs that strengthen the transformational leadership of the project managers.

Learning "Rules" of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach

Science.gov (United States)

Chalies, Sebastien; Escalie, Guillaume; Stefano, Bertone; Clarke, Anthony

2012-01-01

This case study sought to determine the professional development circumstances in which a preservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates…

Teacher roles in Learning Games

DEFF Research Database (Denmark)

Magnussen, Rikke

2007-01-01

the roles as forensic experts who solve a series of murder cases. When teachers use this type of games, they have to adapt to new teaching situations and roles. This includes the fictional role in a game, but also the role as a supervisor for a group of students that play the role as professional experts. I...

Supervisors' pedagogical role at a clinical education ward - an ethnographic study.

Science.gov (United States)

Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silén, Charlotte

2015-01-01

Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and

Supervision--growing and building a sustainable general practice supervisor system.

Science.gov (United States)

Thomson, Jennifer S; Anderson, Katrina J; Mara, Paul R; Stevenson, Alexander D

2011-06-06

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

Directory of Open Access Journals (Sweden)

Tanzila NABEEL

2009-01-01

Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

Professional development of new rig supervisors a must

International Nuclear Information System (INIS)

Nordt, D.P.; Stone, M.S.

1992-01-01

This paper reports that because the number of drilling personnel has dropped dramatically over the last decade, many operators now face a shortage of competent rig supervisors. To be effective, the rig supervisor must develop a knowledge of drilling operations, apply optimization techniques to improve drilling performance, demand safe work practices, and protect the environment. Petroleum engineering degree programs and industry training programs can teach the rig supervisor specific technical and management skills; however, traditionally, the supervisor trainee shadows an experienced company man to learn how to direct a drilling operation. The success of this method depends not only on the skills and learning capabilities of the trainee but also on the trainer's time, motivation, knowledge, and ability to teach the skills necessary to direct drilling activities

Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice

Directory of Open Access Journals (Sweden)

Carey Mather

2017-05-01

Full Text Available Limited adoption of mobile technology for informal learning and continuing professional development within Australian healthcare environments has been explained primarily as an issue of insufficient digital and ehealth literacy of healthcare professionals. This study explores nurse supervisors’ use of mobile technology for informal learning and continuing professional development both for their own professional practice, and in their role in modelling digital knowledge transfer, by facilitating the learning and teaching of nursing students in the workplace. A convenience sample of 27 nurse supervisors involved with guiding and supporting undergraduate nurses participated in one of six focus groups held in two states of Australia. Expanding knowledge emerged as the key theme of importance to this group of clinicians. Although nurse supervisors regularly browsed Internet sources for learning and teaching purposes, a mixed understanding of the mobile learning activities that could be included as informal learning or part of formal continuing professional development was detected. Participants need educational preparation and access to mobile learning opportunities to improve and maintain their digital and ehealth literacy to appropriately model digital professionalism with students. Implementation of mobile learning at point of care to enable digital knowledge transfer, augment informal learning for students and patients, and support continuing professional development opportunities is necessary. Embedding digital and ehealth literacy within nursing curricula will promote mobile learning as a legitimate nursing function and advance nursing practice.

In Defense of the Sage on the Stage: Escaping from the "Sorcery" of Learning Styles and Helping Students Learn How to Learn

Science.gov (United States)

Jennings, Marianne M.

2012-01-01

Beginning in the late 1980s and early 1990s, higher education was swept up in the theoretical phenomena of mastery learning, cooperative learning, and small-group learning. Professors, instructors, and teachers at the K-12 level became facilitators, guides, supervisors, counselors, and advocates for all things team and group. The thought of a…

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors

Science.gov (United States)

Fröberg, Maria; Leanderson, Charlotte; Fläckman, Birgitta; Hedman-Lagerlöf, Erik; Björklund, Karin; Nilsson, Gunnar H.; Stenfors, Terese

2018-01-01

Objective To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors. Design A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Setting Gustavsberg PHC Center, Stockholm County, Sweden. Subjects Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed. Main outcome measures Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis. Results A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student’s individual needs. However, balancing the student’s level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education. Conclusions High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC. Key Points Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited. We report

Experiences of a student-run clinic in primary care: a mixed-method study with students, patients and supervisors.

Science.gov (United States)

Fröberg, Maria; Leanderson, Charlotte; Fläckman, Birgitta; Hedman-Lagerlöf, Erik; Björklund, Karin; Nilsson, Gunnar H; Stenfors, Terese

2018-03-01

To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors. A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES + T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors. Gustavsberg PHC Center, Stockholm County, Sweden. Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed. Mean values and medians of CLES + T and CSQ-8 were calculated. Interviews were analyzed using content analysis. A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student's individual needs. However, balancing the student's level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education. High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC. Key Points Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited. We report experiences from the perspectives of students, their patients and supervisors

Teacher learning as workplace learning

NARCIS (Netherlands)

Imants, J.; Van Veen, K.

2010-01-01

Against the background of increasing attention in teacher professional development programs for situating teacher learning in the workplace, an overview is given of what is known in general and in educational workplace learning literature on the characteristics and conditions of the workplace.

The national portfolio of learning for postgraduate family medicine training in South Africa: experiences of registrars and supervisors in clinical practice.

Science.gov (United States)

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-11-08

In South Africa the submission of a portfolio of learning has become a national requirement for assessment of family medicine training. A national portfolio has been developed, validated and implemented. The aim of this study was to explore registrars' and supervisors' experience regarding the portfolio's educational impact, acceptability, and perceived usefulness for assessment of competence. Semi-structured interviews were conducted with 17 purposively selected registrars and supervisors from all eight South African training programmes. The portfolio primarily had an educational impact through making explicit the expectations of registrars and supervisors in the workplace. This impact was tempered by a lack of engagement in the process by registrars and supervisors who also lacked essential skills in reflection, feedback and assessment. The acceptability of the portfolio was limited by service delivery demands, incongruence between the clinical context and educational requirements, design of the logbook and easy availability of the associated tools. The use of the portfolio for formative assessment was strongly supported and appreciated, but was not always happening and in some cases registrars had even organised peer assessment. Respondents were unclear as to how the portfolio would be used for summative assessment. The learning portfolio had a significant educational impact in shaping work-place based supervision and training and providing formative assessment. Its acceptability and usefulness as a learning tool should increase over time as supervisors and registrars become more competent in its use. There is a need to clarify how it will be used in summative assessment.

A Comparison of Selected Supervisory Skills of Content Specialist and Non-Content Specialist University Supervisors

Science.gov (United States)

Hunt, Kevin; Mitchell, Murray; Maina, Michael; Griffin, Lisa

2015-01-01

The purpose of this study was to describe and contrast selected approaches to the supervision of student teachers between Content Specialist and Non-Content Specialist university supervisors. Content Specialist supervisors were identified as trained university supervisors with a background in physical education. Non-Content Specialist supervisors…

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Energy Technology Data Exchange (ETDEWEB)

Kilgour, Andrew J, E-mail: akilgour@csu.edu.au [Charles Sturt University, Wagga Wagga, NSW (Australia); Kilgour, Peter W [Avondale College of Higher Education, Cooranbong, NSW (Australia); Gerzina, Tania [Dental Educational Research, Faculty of Dentistry, Jaw Function and Orofacial Pain Research Unit, Westmead Centre for Oral Health, C24- Westmead Hospital, The University of Sydney, Sydney, NSW, 2006 (Australia); Christian, Beverly [Avondale College of Higher Education, Cooranbong, NSW (Australia); Charles Sturt University, Wagga Wagga, NSW (Australia)

2014-02-15

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Energy Technology Data Exchange (ETDEWEB)

Kilgour, Andrew J, E-mail: akilgour@csu.edu.au [Charles Sturt University, Wagga Wagga, NSW (Australia); Kilgour, Peter W [Avondale College of Higher Education, Cooranbong, NSW (Australia); Gerzina, Tania [Dental Educational Research, Faculty of Dentistry, Jaw Function and Orofacial Pain Research Unit, Westmead Centre for Oral Health, C24- Westmead Hospital, The University of Sydney, Sydney, NSW, 2006 (Australia); Christian, Beverly [Avondale College of Higher Education, Cooranbong, NSW (Australia); Charles Sturt University, Wagga Wagga, NSW (Australia)

2014-02-15

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

International Nuclear Information System (INIS)

Kilgour, Andrew J; Kilgour, Peter W; Gerzina, Tania; Christian, Beverly

2014-01-01

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different

The Mobile Teachers Profile Competencies Performance And Problems In The Department Of Education Division Of Northern Samar Philippines

Directory of Open Access Journals (Sweden)

Estrellita C. Pinca

2015-08-01

Full Text Available Abstract This study aimed to describe the profile of the mobile teachers assess their competencies determine the level of their performance and identify the problems they encountered from 2010-2014 in the Department of Education Division of Northern Samar Philippines. The descriptive evaluative research design was used. Questionnaires actual observation focus-group discussion and interview were utilized in gathering the data. All mobile teachers during the conduct of the study served as respondents. Others sources of information were the ALS Education supervisor ALS specialist the District supervisor barangay officials learners and completers. The performance rating given by the District supervisor was used as the basis in determining the work performance of the mobile teachers. The mobile teachers were young adults majorities were males educationally qualified but their formal training were inclined towards the conduct of formal classes. Several mobile teachers have pursued graduate studies geared towards administration and supervision. All were passers of the Licensure Examination for Teachers but were relatively young in service as mobile teachers. They have higher competence in the conduct of learning sessions and have very satisfactory work performance. Their major problems were lack of community-based instructional materials delayed release of travel allowance and absence of permanent room during the conduct of the learning sessions.

Creating a "third space" in student teaching: Implications for the university supervisor's status as outsider

OpenAIRE

Cuenca, Alexander; Schmeichel, Mardi; Butler, Brandon; Dinkelman, Todd; Nichols, Joseph R,

2011-01-01

The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that “thi...

On-line Learning of Unlearnable True Teacher through Mobile Ensemble Teachers

Science.gov (United States)

Hirama, Takeshi; Hukushima, Koji

2008-09-01

The on-line learning of a hierarchical learning model is studied by a method based on statistical mechanics. In our model, a student of a simple perceptron learns from not a true teacher directly, but ensemble teachers who learn from a true teacher with a perceptron learning rule. Since the true teacher and ensemble teachers are expressed as nonmonotonic and simple perceptrons, respectively, the ensemble teachers go around the unlearnable true teacher with the distance between them fixed in an asymptotic steady state. The generalization performance of the student is shown to exceed that of the ensemble teachers in a transient state, as was shown in similar ensemble-teachers models. Furthermore, it is found that moving the ensemble teachers even in the steady state, in contrast to the fixed ensemble teachers, is efficient for the performance of the student.

The nature of student teachers' regulation of learning in teacher education.

Science.gov (United States)

Endedijk, Maaike D; Vermunt, Jan D; Verloop, Nico; Brekelmans, Mieke

2012-09-01

Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these processes in teacher education. This study was aimed at exploring the nature of student teachers' regulation of learning across various theoretical and practical contexts in teacher education. Twenty-eight students from a post-graduate academic teacher education institute participated in this study. For the measurement of student teachers' regulation activities, an open question log, called Learning Report, was developed. Content analysis and multiple correspondence analyses of 133 Learning Reports were used to identify qualitative differences in regulation activities and the underlying structure in the data. The analyses resulted in the identification and description of the variety and frequency of student teachers' regulation activities. The relations among the regulation activities were described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. It is argued that for learning to teach, a different conceptualization of SRL is needed, focusing less on setting initial learning goals and more on retrospective aspects of SRL. Building blocks for such a conceptualization are offered. ©2011 The British Psychological Society.

Rethinking Differentiation--Using Teachers' Time Most Effectively

Science.gov (United States)

Marshall, Kim

2016-01-01

The goals of differentiation are laudable, but in recent years, many question whether it is really possible for a teacher to tailor instruction for 20 to 30 different students and whether it's desirable to differentiate by learning styles. Differentiation is just one factor in effective instruction. Supervisors who walk into a classroom looking…

How Do Teachers Learn Together? A Study of School-Based Teacher Learning in China from the Perspective of Organisational Learning

Science.gov (United States)

Zhang, Xiaolei; Wong, Jocelyn L. N.

2018-01-01

Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Directory of Open Access Journals (Sweden)

Akhmad HABIBI

2018-01-01

Full Text Available This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement. Some pedagogical and social implications are also discussed.

Mobile learning for teacher professional learning: benefits, obstacles and issues

Directory of Open Access Journals (Sweden)

Peter Aubusson

2009-12-01

Full Text Available This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.

Improving the Quality of Practicum Learning: Self-Study of a Faculty Member's Role in Practicum Supervision

Science.gov (United States)

Russell, Tom

2017-01-01

This self-study of activities as a practicum supervisor in several secondary schools focuses on the supervisor's contribution to the quality of a teacher candidate's professional learning in the context of a familiar tension between on-campus courses and in-school practicum experiences. Data from both formal and informal supervisory experiences…

Managing Contradictions from the Middle: A Cultural Historical Activity Theory Investigation of Front-Line Supervisors' Learning Lives

Science.gov (United States)

Lord, Ramo J.

2009-01-01

This study focused on front-line supervisors in a union shop, steel-production plant and how they learn to successfully negotiate their role with in the corporation's division of labor. Negotiating their role means continued practice in how issues of standpoint, agency, power, oppression, habits, knowledge, related business concerns, mediating…

The Views of Educational Supervisors on Clinical Supervision

Science.gov (United States)

Kayikçi, Kemal; Yilmaz, Ozan; Sahin, Ahmet

2017-01-01

Contemporary educational supervision expresses democratic and leadership focused supervisory approach which consists of collaboration, trust, sharing and improving. The aims of the study are to investigate the answer of how current teacher supervision in Turkey is conducted according to the views of educational supervisors, and to unearth what the…

393 Competencies Required by Primary School Supervisors: Basis ...

African Journals Online (AJOL)

Nekky Umera

in Onitsha Education Zone, specifically, in all the Public Primary Schools in the three Local ... the competencies instruction supervisors require for effective supervision. Mean .... that…. have little to do with actual classroom observation nor improvement ..... Table 2: t-test comparison of the mean ratings of head teachers and.

Dimensions of problem based learning

DEFF Research Database (Denmark)

Nielsen, Jørgen Lerche; Andreasen, Lars Birch

2013-01-01

The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such...... and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold....

Teaching language teachers scaffolding professional learning

CERN Document Server

Maggioli, Gabriel Diaz

2012-01-01

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program

NARCIS (Netherlands)

Snoek, M.; Volman, M.

2014-01-01

The transfer of learning outcomes of Master's programs for teachers is not self-evident. In this study, 18 teachers who recently graduated and their supervisors were interviewed on the transfer of leadership competences developed during their Master's program and on how the organizational transfer

How do social networks and faculty development courses affect clinical supervisors' adoption of a medical education innovation? An exploratory study.

Science.gov (United States)

Jippes, Erik; Steinert, Yvonne; Pols, Jan; Achterkamp, Marjolein C; van Engelen, Jo M L; Brand, Paul L P

2013-03-01

To examine the impact of social networks and a two-day faculty development course on clinical supervisors' adoption of an educational innovation. During 2007-2010, 571 residents and 613 clinical supervisors in four specialties in the Netherlands were invited to complete a Web-based questionnaire. Residents rated their clinical supervisors' adoption of an educational innovation, the use of structured and constructive (S&C) feedback. Clinical supervisors self-assessed their adoption of this innovation and rated their communication intensity with other clinical supervisors in their department. For each supervisor, a centrality score was calculated, representing the extent to which the supervisor was connected to departmental colleagues. The authors analyzed the effects of supervisor centrality and participation in a two-day Teach-the-Teacher course on the degree of innovation adoption using hierarchical linear modeling, adjusting for age, gender, and attitude toward the S&C feedback innovation. Respondents included 370 (60%) supervisors and 357 (63%) residents. Although Teach-the-Teacher course participation (n=172; 46.5%) was significantly related to supervisors' self-assessments of adoption (P=.001), it had no effect on residents' assessments of supervisors' adoption (P=.371). Supervisor centrality was significantly related to innovation adoption in both residents' assessments (P=.023) and supervisors' self-assessments (P=.024). A clinical supervisor's social network may be as important as faculty development course participation in determining whether the supervisor adopts an educational innovation. Faculty development initiatives should use faculty members' social networks to improve the adoption of educational innovations and help build and maintain communities of practice.

Dimensions of problem based learning - dialogue and online collaboration in projects

DEFF Research Database (Denmark)

Andreasen, Lars Birch; Nielsen, Jørgen Lerche

2013-01-01

-based learning approach developed in Denmark historically and theoretically, and how it unfolds today discussed through a case of the Danish Master programme in ICT and Learning (MIL), focusing on changes in the roles of teachers as supervisors, and the involvement of students in course and project activities....

Teacher Learning by Script

Science.gov (United States)

Reeves, Jenelle

2010-01-01

Scripted instruction (SI) programs, which direct teachers to teach, even to talk, from a standardized written script, are roundly criticized for inhibiting teacher creativity and teacher learning. In fact, such programs utilize scripting for exactly that reason: to reduce teacher interference with (and presumed weakening of) the prescribed…

How Teachers Learn and Change in Reciprocal Learning Space

Institute of Scientific and Technical Information of China (English)

Xuefeng HUANG

2017-01-01

This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada-China Partnership Grant Project.Eight schools formed four pairs of sister schools,and teachers in these schools created collaborations embedded in their practices.The data include interviews of teachers and principals in both countries and records of teachers' cross-cultural collaborations.Informed by the literature on teacher learning and professional learning communities,this paper shows benefits of international teacher communities.Also,it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature.Focusing on teacher knowledge and practice,it shows reciprocal effects of collaboration in the international school network.Finally,this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research.

Teachers' Reflective Practice in Lifelong Learning Programs

DEFF Research Database (Denmark)

Jensen, Annie Aarup; Thomassen, Anja Overgaard

2018-01-01

This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellström's (1996) model for categorizing levels of action......, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience...

The Effect of School Supervisors Competence and School Principals Competence on Work Motivation and Performance of Junior High School Teachers in Maros Regency, Indonesia

Science.gov (United States)

Arman; Thalib, Syamsul Bachri; Manda, Darman

2016-01-01

This study aims at analyzing the effect of the competence of school supervisors and school principals on work motivation and performance of Junior High School teachers in Maros Regency. This research was a quantitative research by using survey approach. This approach was used because it is adjusted to the nature and assumptions of the study in…

Impressed by impression management: Newcomer reactions to ingratiated supervisors.

Science.gov (United States)

Foulk, Trevor A; Long, David M

2016-10-01

Organizational newcomers are unfamiliar with many aspects of their workplace and look for information to help them reduce uncertainty and better understand their new environment. One aspect critical to newcomers is the disposition of their supervisor-the person who arguably can impact the newcomer's career the most. To form an impression of their new supervisor, newcomers look to social cues from coworkers who have interpersonal contact with the supervisor. In the present research, we investigate the ways newcomers use observed ingratiation-a common impression management strategy whereby coworkers try to appear likable (Schlenker, 1980)-to form impressions of a supervisor's warmth. Research on social influence cannot easily account for how third parties will interpret ingratiation, as the behaviors linked to ingratiation suggest something positive about the target, yet the unsavory aspects of the behavior imply it may not have the same effects as other positive behaviors. Our findings suggest that newcomers are unique in that they are motivated to learn about their new supervisor, and are prone to ignore those unsavory aspects and infer something positive about a supervisor targeted with ingratiation. Our findings also suggest that this effect can be weakened based on the supervisor's response. In other words, newcomers rely less on evidence from a coworker's ingratiation in the presence of direct behaviors from the supervisor. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

Directory of Open Access Journals (Sweden)

Charlotte Dignath-van Ewijk

2012-01-01

Full Text Available In order to foster self-regulated learning (SRL, teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs, and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge. Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.

The Japanese and the American First-Line Supervisor.

Science.gov (United States)

Bryan, Leslie A., Jr.

1982-01-01

Compares the American and Japanese first-line supervisor: production statistics, supervisory style, company loyalty, management style, and communication. Also suggests what Americans might learn from the Japanese methods. (CT)

Teachers as designers of technology enhanced learning

NARCIS (Netherlands)

Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

2015-01-01

Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

Directory of Open Access Journals (Sweden)

Marian F. Byrka

2017-12-01

Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

Science.gov (United States)

Brauer, Heike; Wilde, Matthias

2018-02-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

Mobile learning to improve mathematics teachers mathematical competencies

Science.gov (United States)

Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.

Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

Science.gov (United States)

Maxwell, Bronwen

2014-01-01

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

Elementary school science teachers' reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity

Science.gov (United States)

Patho, Khanittha; Yuenyong, Chokchai; Chamrat, Suthida

2018-01-01

The nature of science has been part of Thailand's science education curriculum since 2008. However, teachers lack of understanding about the nature of science (NOS) and its teaching, particularly element school science teachers. In 2012, the Science Institute of Thailand MOE, started a project of Elementary Science Teacher Professional Development to enhance their thinking about the Nature of Science. The project aimed to enhance teachers' understanding of NOS, science teaching for explicit and reflective NOS, with the aim of extending their understanding of NOS to other teachers. This project selected 366 educational persons. The group was made up of a teacher and a teacher supervisor from 183 educational areas in 74 provinces all Thailand. The project provided a one week workshop and a year's follow up. The week-long workshop consisted of 11 activities of science teaching for explicit reflection on 8 aspects of NOS. Workshop of NOS explicit and reflective on force and motion learning activity is one of eight activities. This activity provided participants to learn force and motion and NOS from the traditional toy "Bang-Poh". The activity tried to enhance participants to explicit NOS for 5 aspects including empirical basis, subjectivity, creativity, observation and inference, and sociocultural embeddedness. The explicit NOS worksheet provided questions to ask participants to reflect their existing ideas about NOS. The paper examines elementary school science teachers' understanding of NOS from the force and motion learning activity which provided explicit reflection on 5 NOS aspects. An interpretive paradigm was used to analyse the teachers' reflections in a NOS worksheet. The findings indicated that majority of them could reflect about the empirical basis of science and creativity but few reflected on observation and inference, or sociocultural embeddedness. The paper will explain the teachers' NOS thinking and discuss the further enhancing of their understanding

Relations between blended learning possibilities and teachers' approaches to blended learning

DEFF Research Database (Denmark)

Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna

Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We...... suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University......: • Optain locally-embedded knowledge about blended learning • Develop opportunities for law students to receive (more) feedback • Comply with strategic aims The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences...

Secondary Teachers' Perceptions of Online Learning

Science.gov (United States)

Brown, Chris L.

2016-01-01

The purpose of this qualitative study was to describe secondary teachers' perceptions of online learning in Washington. This was done by distributing a survey to three districts in the State of Washington to identify the advantages and challenges of online learning according to participating secondary teachers. In addition, the teachers provided…

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

Science.gov (United States)

Artzt, Alice F.; Armour-Thomas, Eleanor

This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

Learner, Patient, and Supervisor Features Are Associated With Different Types of Cognitive Load During Procedural Skills Training: Implications for Teaching and Instructional Design.

Science.gov (United States)

Sewell, Justin L; Boscardin, Christy K; Young, John Q; Ten Cate, Olle; O'Sullivan, Patricia S

2017-11-01

Cognitive load theory, focusing on limits of the working memory, is relevant to medical education; however, factors associated with cognitive load during procedural skills training are not well characterized. The authors sought to determine how features of learners, patients/tasks, settings, and supervisors were associated with three types of cognitive load among learners performing a specific procedure, colonoscopy, to identify implications for procedural teaching. Data were collected through an electronically administered survey sent to 1,061 U.S. gastroenterology fellows during the 2014-2015 academic year; 477 (45.0%) participated. Participants completed the survey immediately following a colonoscopy. Using multivariable linear regression analyses, the authors identified sets of features associated with intrinsic, extraneous, and germane loads. Features associated with intrinsic load included learners (prior experience and year in training negatively associated, fatigue positively associated) and patient/tasks (procedural complexity positively associated, better patient tolerance negatively associated). Features associated with extraneous load included learners (fatigue positively associated), setting (queue order positively associated), and supervisors (supervisor engagement and confidence negatively associated). Only one feature, supervisor engagement, was (positively) associated with germane load. These data support practical recommendations for teaching procedural skills through the lens of cognitive load theory. To optimize intrinsic load, level of experience and competence of learners should be balanced with procedural complexity; part-task approaches and scaffolding may be beneficial. To reduce extraneous load, teachers should remain engaged, and factors within the procedural setting that may interfere with learning should be minimized. To optimize germane load, teachers should remain engaged.

Teacher-Student Interaction and Learning.

Science.gov (United States)

Hall, Joan Kelly; Walsh, Meghan

2002-01-01

Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

Directory of Open Access Journals (Sweden)

Luiza KRAFT

2011-01-01

Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

Moving empirically supported practices to addiction treatment programs: recruiting supervisors to help in technology transfer.

Science.gov (United States)

Amodeo, Maryann; Storti, Susan A; Larson, Mary Jo

2010-05-01

Federal and state funding agencies are encouraging or mandating the use of empirically supported treatments in addiction programs, yet many programs have not moved in this direction (Forman, Bovasso, and Woody, 2001 ; Roman and Johnson, 2002 ; Willenbring et al., 2004 ). To improve the skills of counselors in community addiction programs, the authors developed an innovative Web-based course on Cognitive Behavioral Therapy (CBT), a widely accepted empirically-supported practice (ESP) for addiction. Federal funding supports this Web course and a randomized controlled trial to evaluate its effectiveness. Since supervisors often play a pivotal role in helping clinicians transfer learned skills from training courses to the workplace, the authors recruited supervisor-counselor teams, engaging 54 supervisors and 120 counselors. Lessons learned focus on supervisor recruitment and involvement, supervisors' perceptions of CBT, their own CBT skills and their roles in the study, and implications for technology transfer for the addiction field as a whole. Recruiting supervisors proved difficult because programs lacked clinical supervisors. Recruiting counselors was also difficult because programs were concerned about loss of third-party reimbursement. Across the addiction field, technology transfer will be severely hampered unless such infrastructure problems can be solved. Areas for further investigation are identified.

Teacher as Learning Facilitator in ELT

Directory of Open Access Journals (Sweden)

Badea Elena Codruta

2012-05-01

Full Text Available The classroom is the magic active scenery where many educational things take place simultaneously.Intellectual, emotional, socio-cultural, motivational and curricular factors corroborate their influence onclassroom environments, whether we deal with traditional models of teaching or with the constructivistapproaches. The growing demand for language teachers, English in particular, has determined a new vision oflanguage teaching strategies. The cutting-edge technology has created a fertile ground which successfullyfosters the teacher –student communication, emphasizing the teacher’s role to guide students and to generate achange in their learning approach and in eliciting useable knowledge. This way, the teacher has a larger abilityto convert knowledge into practical information that is of real help and value to students. Students are involvedin a continuous educational scheme and are tested on what they have learned. This ensures they can alwaysenjoy the benefits of active learning from expert teachers. The present paper deals with a brief analysis of therole of teacher as learning facilitator and its importance for student acquisition process, eliciting some strategiesin support of collaborative and student-centered learning.

Perception of Teacher on Cooperative Learning

Directory of Open Access Journals (Sweden)

Alias Nur Salimah

2018-01-01

Full Text Available The participation of students in the process of learning is one of the keys to ensure effective learning outcomes either in terms of knowledge or skill. However, teacher-centred teaching methods which have been practiced in this country after so long avert students to fully engage in the learning process especially in a classroom. Various attempts have been made by the government to emphasize student’s development in term of communication, creativity and innovation through the of process learning in class. It requires school to implement student-centred teaching methods such as cooperative learning. Cooperative learning is a teaching method that requires teachers not only interacts with the students but also with other teaching aids such as audio, video and computer. Therefore, this study was conducted to identify teachers' perception on the implementation of cooperative learning in the teaching and learning process in class. 25 teachers were selected as respondents. Mixed methods were used in this study, where the instrument of questionnaires and interviews were used to collect the data. Quantitative data analysis was made using descriptive statistics of frequency, mean and percentage. While, qualitative data analysis was based on the recommendations of the Miles & Huberman (1994. The findings showed teachers have a positive attitude toward cooperative learning and they are ready and feel confident to practice it. However, the constraints are classroom control, time and limited teaching aids

Teachers as Designers of Technology Enhanced Learning

Science.gov (United States)

Kali, Yael; McKenney, Susan; Sagy, Ornit

2015-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

Developing Skilled Doctor-Patient Communication in the Workplace: A Qualitative Study of the Experiences of Trainees and Clinical Supervisors

Science.gov (United States)

Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

2017-01-01

To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a…

A Qualitative Exploration of Multiple Perspectives on Transfer of Learning Between Classroom and Clinical Workplace.

Science.gov (United States)

Peters, Sanne; Clarebout, Geraldine; van Nuland, Marc; Aertgeerts, Bert; Roex, Ann

2018-01-01

Phenomenon: Transfer of learning between classroom and workplace appears to be difficult. Various conceptions about learning in either the classroom or the workplace exist among stakeholders, yet little is known about their conceptions of the transfer of learning between both settings. This study explored stakeholders' conceptions about transfer of learning between classroom-based learning and workplace practice. Homogeneous focus groups with students, medical teachers, and workplace supervisors were conducted using a constructivist grounded theory approach. The 54 participants' conceptions mainly related to their beliefs about who was responsible for (a) preparing for transfer of learning, (b) being at the workplace and connecting back to classroom-based learning, and (c) reflecting on transfer of learning and continuing the process. A continuum was recognized between those who held medical teachers/workplace supervisors responsible and those who held students responsible. Insights: There appears to be a variety of conceptions about who is responsible for enabling the transfer process. These conceptions may influence learning and instructional activities. Hence, it may be necessary to make these beliefs explicit in order to better align stakeholders' conceptions. To this end, the conceptual framework created in this study may be a useful tool.

Do Science Teachers Distinguish between Their Own Learning and the Learning of Their Students?

Science.gov (United States)

Brauer, Heike; Wilde, Matthias

2018-01-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to…

Effects of Delayed Audio-Based Self-Monitoring on Teacher Completion of Learning Trials

Science.gov (United States)

Lylo, Brooke J.; Lee, David L.

2013-01-01

Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors' availability. Using a…

Mapping The Logics in Practice Oriented Competence Development

DEFF Research Database (Denmark)

Tamborg, Andreas Lindenskov; Allsopp, Benjamin Brink; Fougt, Simon Skov

2017-01-01

In this paper we investigate the role of the local supervisor when implementing a mathematics teacher training program based on Action Learning (Misfeldt et al. 2014, Plauborg et al. 2007). Using data from interviews of teachers, local supervisors and school managers we examine the arising expect...... supervisor is caught in a tension between expectations from the Action Learning method and the school managers. This hinders schools in anchoring Action Learning as a teacher training method and thereby benefitting its full potential....

How an Orientation to Learning Influences the Expansive-Restrictive Nature of Teacher Learning and Change

Science.gov (United States)

Feeney, Eric J.

2016-01-01

This study examined teachers' learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers' orientation to learning, examining beliefs, practices, and experiences about teachers' learning in relation to change in the workplace. A hypothesis is that teacher learning and…

Teachers as Designers of Technology Enhanced Learning

NARCIS (Netherlands)

Kali, Yael; McKenney, Susan; Sagy, Ornit

2015-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

Teachers as Designers of Technology Enhanced Learning

NARCIS (Netherlands)

Kali, Yael; McKenney, Susan; Sagy, Ornit

2016-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

Tracing Assessment for learning Capability in Teachers (TACT)

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Agerbo, Jette Nørgaard; Skipper-Jørgensen, Anette

2018-01-01

education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged......The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since...... there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher...

TO LEARN FROM TEACHERS AT SCHOOL, IDEAL TEACHER OR E-LEARNING APPLICATIONS FROM THE PERSPECTIVES OF GIFTED STUDENTS

Directory of Open Access Journals (Sweden)

Bahadir ERISTI,

2012-08-01

Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments

The Belief Systems of University Supervisors in an Elementary Student-Teaching Program.

Science.gov (United States)

Zeichner, Kenneth M.; Tabachnick, B. Robert

1982-01-01

A study was conducted to determine the range of supervisory belief systems that existed among nine university supervisors of elementary education student teachers. In interviews, three distinct belief systems emerged: (1) technical/instrumental; (2) personal growth centered; and (3) critical. (FG)

Student Teachers' Approaches to Teaching Biological Evolution

Science.gov (United States)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

Action learning enhances professional development of research supervisors: an Australian health science exemplar.

Science.gov (United States)

Davis, Kierrynn; Brownie, Sonya; Doran, Frances; Evans, Sue; Hutchinson, Marie; Mozolic-Staunton, Beth; Provost, Stephen; van Aken, Rosalie

2012-03-01

The worldwide academic workforce is ageing. At the same time, health and human services workforces are expanding. The preparation of educators to fill gaps in expertise and to position the health sciences for future growth is an urgent need. The findings from a recent action learning project that aimed to enhance the professional growth and development of higher degree researcher student supervisors in a School of Health and Human Sciences are presented. Seven early career researchers and the facilitator met for two hours every two to three weeks over 4 months between April and July 2010, in a rural and regional university in New South Wales, Australia. The processes initiated were a combination of experiential knowledge, referral to relevant published reports, use of an effective supervision checklist, and critical conversations. Learning outcomes centered on higher degree management and supervision pedagogy, communities of practice, knowledge translation, and the establishment of a research culture. The contextual barriers and implications of the methodology and learning outcomes for the professional development of health and human science practitioners, researchers and educators is also discussed. © 2012 Blackwell Publishing Asia Pty Ltd.

"What" and "how" does a mentor teacher learn during a secondary science teacher candidate's internship?

Science.gov (United States)

Ashmann, Scott A.

Teaching science for understanding is hard work. Not many teachers leave a teacher education program sufficiently prepared to engage in this practice. In fact, many veteran teachers struggle with this complicated task, so effective professional development is needed. One approach that may hold some promise is being a mentor teacher to an intern. To investigate this possibility, the following central question guided this study: "What" and "how" does a secondary science teacher learn about the practices of teaching from the experience of being a mentor teacher for a science intern? A conceptual framework based on three planes of focus was utilized in this study. These planes are (a) a focus on the larger learning community and context, (b) a focus on the local learning community and activities, and (c) a focus on learners and purposes. Data were collected on two focus mentor teachers. These data included observations of interactions between the mentor and intern, responses to clarifying questions, interviews with other science teachers, and observations of both the mentor and the intern teaching lessons. Relationships among the characteristics of the context of the school and science department with the mentor teacher's theory of learning and teaching practices and the patterns of practice the mentor used in responding to specific occasions for learning were explored. It was found that these characteristics are related to five elements of mentor teacher learning: the social environment, resource use, defining tasks, the learning process, and the nature of a satisfactory conclusion. Two conclusions were made. The first was that remarkably detailed parallels exist among key elements in the context in which a mentor teacher works, the mentor teacher's approaches to teaching and learning, and the mentor's response to occasions for learning during the internship. The second was that differences among mentors in these key elements could account for differences in "what

"Follow" Me: Networked Professional Learning for Teachers

Science.gov (United States)

Holmes, Kathryn; Preston, Greg; Shaw, Kylie; Buchanan, Rachel

2013-01-01

Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium. We find…

Functions of the learning portfolio in student teachers' learning process

NARCIS (Netherlands)

Mansvelder-Longayroux, D.D.; Beijaard, D.; Verloop, N.; Vermunt, J.D.

2007-01-01

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of

Functions of the learning portfolio in student teachers' learning process

NARCIS (Netherlands)

Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

Can a student learn optimally from two different teachers?

International Nuclear Information System (INIS)

Neirotti, J P

2010-01-01

We explore the effects of over-specificity in learning algorithms by investigating the behavior of a student, suited to learn optimally from a teacher B, learning from a teacher B' ≠ B. We only considered the supervised, on-line learning scenario with teachers selected from a particular family. We found that, in the general case, the application of the optimal algorithm to the wrong teacher produces a residual generalization error, even if the right teacher is harder. By imposing mild conditions to the learning algorithm form, we obtained an approximation for the residual generalization error. Simulations carried out in finite networks validate the estimate found.

Teachers' learning about research for enhancing students' thinking skills in science learning

Science.gov (United States)

Nammungkhun, Wisanugorn; Satchukorn, Sureerat; Saenpuk, Nudchanard; Yuenyong, Chokchai; Chantharanuwong, Warawun

2018-01-01

This paper aimed to clarify teachers' learning about research for enhancing students' thinking skills in science learning. The study applied the lens of sociocultural view of learning to discuss teachers' learning about research. Participants included teachers who participated in the project of thinking research schools: research for enhancing students' thinking skills. The project of thinking research schools provided participants chance to learn knowledge about research and thinking research, doing research and publication, and participate in the international conference. Methodology regarded ethnographic research. The tools of interpretation included participant observation, interview, and document analysis. The researchers as participants of the research project of thinking research schools tried to clarify what they learned about research from their way of seeing the view of research about enhancing students' thinking skills through participant observation. The findings revealed what and how teachers as apprenticeship learn about research through legitimate peripheral participation in the research project community of practice. The paper clarified teachers' conceptualization about research for enhancing students' thinking through the workshop, doing research, writing up research article with supported by experts, presenting research in the international conference, editing their research article on the way of publishing, and so on.

Novice Teachers' Perspectives on Learning in Lesson Rehearsals in Second Language Teacher Preparation

Science.gov (United States)

Troyan, Francis John; Peercy, Megan Madigan

2016-01-01

Although scholars working in core practices have put forth lesson rehearsals as central to novice teachers' learning and development, there is little work on how novice teachers experience rehearsals. This qualitative research investigated learning opportunities for novice teachers of language learners during rehearsals. The analysis examines two…

Teachers' Learning in School-Based Development

Science.gov (United States)

Postholm, May Britt; Waege, Kjersti

2016-01-01

Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

Teacher Collaboration and Student Learning in a Professional Learning Community

Science.gov (United States)

Vaughan, Mary Elaine

2013-01-01

Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

Robot learning from human teachers

CERN Document Server

Chernova, Sonia

2014-01-01

Learning from Demonstration (LfD) explores techniques for learning a task policy from examples provided by a human teacher. The field of LfD has grown into an extensive body of literature over the past 30 years, with a wide variety of approaches for encoding human demonstrations and modeling skills and tasks. Additionally, we have recently seen a focus on gathering data from non-expert human teachers (i.e., domain experts but not robotics experts). In this book, we provide an introduction to the field with a focus on the unique technical challenges associated with designing robots that learn f

Teacher feedback during active learning: current practices in primary schools.

Science.gov (United States)

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Fostering teachers' team learning

NARCIS (Netherlands)

Bouwmans, Machiel; Runhaar, Piety; Wesselink, Renate; Mulder, Martin

2017-01-01

The implementation of educational innovations by teachers seems to benefit from a team approach and team learning. The study's goal is to examine to what extent transformational leadership is associated with team learning, and to investigate the mediating roles of participative decision-making,

Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

Science.gov (United States)

Parise, Leigh Mesler; Spillane, James P.

2010-01-01

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…

Analysis of on-line learning when a moving teacher goes around a true teacher

OpenAIRE

Miyoshi, Seiji; Okada, Masato

2005-01-01

In the framework of on-line learning, a learning machine might move around a teacher due to the differences in structures or output functions between the teacher and the learning machine or due to noises. The generalization performance of a new student supervised by a moving machine has been analyzed. A model composed of a true teacher, a moving teacher and a student that are all linear perceptrons with noises has been treated analytically using statistical mechanics. It has been proven that ...

Antibiotic exposure and bacterial resistance in human and veterinary medicine: a problem-based learning topic for Master's students.

Science.gov (United States)

Eveillard, Matthieu; Pouliquen, Hervé; Ruvoen, Nathalie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine; Lepelletier, Didier

2017-03-01

This report describes a problem-based learning activity concerning antibiotic exposure and bacterial resistance in human and veterinary medicine. In addition, learning outcomes and satisfaction of students were recorded by the supervisors of the activity. The students all participated actively in the group work and considered that the small size of the group facilitated interpersonal communication. They believed that working in an interdisciplinary group helped them learn better than if they were following specific courses. They also reported that their mid-term meeting with one of the supervisors was a catalyst for the initiation of a real work group. Concerning the evaluation of the activity itself, the supervisors considered that the group provided a relevant analysis of the issue. These characteristics should encourage teachers to test this method of learning certain aspects of microbiology and infectious diseases with their students. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Input-output supervisor

International Nuclear Information System (INIS)

Dupuy, R.

1970-01-01

The input-output supervisor is the program which monitors the flow of informations between core storage and peripheral equipments of a computer. This work is composed of three parts: 1 - Study of a generalized input-output supervisor. With sample modifications it looks like most of input-output supervisors which are running now on computers. 2 - Application of this theory on a magnetic drum. 3 - Hardware requirement for time-sharing. (author) [fr

Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

Science.gov (United States)

Goodyear, Victoria A

2017-03-01

It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

Patterns in Teacher Learning in Different Phases of the Professional Career

Science.gov (United States)

Vermunt, Jan D.; Endedijk, Maaike D.

2011-01-01

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about…

Determinants of Teachers' Attitudes towards E- Learning in Tanzanian Higher Learning Institutions

Science.gov (United States)

Kisanga, Dalton H.

2016-01-01

This survey research study presents the findings on determinants of teachers' attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling. Questionnaires and documentary review were used in data collection. Data were…

Role of commitment to the supervisor, leader-member exchange, and supervisor-based self-esteem in employee-supervisor conflicts.

Science.gov (United States)

Landry, Guylaine; Vandenberghe, Christian

2009-02-01

Using survey data from 240 employees working in a variety of organizations, the authors examined the relations among commitment to the supervisor, leader-member exchange, supervisor-based self-esteem (SBSE), and relationship and substantive supervisor-subordinate conflicts. They found affective commitment was negatively related to both types of conflicts; perceived lack of alternatives commitment was positively related to relationship conflicts; and leader-member exchange was negatively related to substantive conflicts. SBSE was negatively associated with both types of conflicts. In addition, when SBSE was low, affective commitment was more strongly related to both types of conflicts, and normative commitment more strongly and positively related to substantive conflicts. The authors discuss the implications of these findings for the understanding of employee-supervisor conflicts.

Building Future Directions for Teacher Learning in Science Education

Science.gov (United States)

Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

Science.gov (United States)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

Effects of Teacher Training in Adult Learning

DEFF Research Database (Denmark)

Larsen, Lea Lund; Wahlgren, Bjarne

This paper tries to shed light over two questions raised in the workshop: ‘Effects of Teacher Training' at the ASEM conference June 2009 on Teachers and Trainers in Adult Education and Lifelong Learning Professional Development in Asia and Europe. At first it is asked what do we already know abou...... training? This will be illustrated by describing a research design in progress at the National Centre of  Competence Development, Denmark, regarding a program where teachers are taught teaching Cooperative Learning as a pedagogical and didactical method.......This paper tries to shed light over two questions raised in the workshop: ‘Effects of Teacher Training' at the ASEM conference June 2009 on Teachers and Trainers in Adult Education and Lifelong Learning Professional Development in Asia and Europe. At first it is asked what do we already know about...

Teacher learning about probabilistic reasoning in relation to ...

African Journals Online (AJOL)

It was, however, the 'genuineness\\' of teacher learning which was the issue that the findings have to address. Therefore a speculative, hopeful strategy for affecting teacher learning in mathematics teacher education practice is to sustain disequilibrium between dichotomies such as formal and intuitive probabilistic reasoning ...

Global History. A Curriculum Guide. Second Semester. Theme V: The Industrial Revolution Had Global Impact. Teacher Strategies. Experimental Edition.

Science.gov (United States)

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Designed to assist teachers and supervisors in the implementation of the global history course, this bulletin presents learning activities which include the rationale, performance objectives, and teaching strategies related to Theme V entitled, "The Industrial Revolution Had Global Impact." This theme has seven subthemes: (1)…

Supervisors in ergonomic change of meat cutting work.

Science.gov (United States)

Vogel, K

2012-01-01

Being a supervisor is an important and lonely occupation. The aim of this study was to identify barriers and opportunities in working conditions for supervisors, being facilitators and implementers of change for meat cutters. Nine supervisors of meat cutters in one large company were interviewed. The semi-structured interviews covered their roles as supervisors, performance of the change process and their own working conditions. Notes were taken and structured in themes. Similarities, differences, plus and minus were identified. There was a nuanced view on the change processes and their effects. The change processes and the decisions were anchored in a democratic process with groups of employees and the union. All were clear on what demands the company had on them. They were secure in a functioning network of peers and their immediate superior. On their own education, most were as a whole satisfied, but in need of more training and talked of lifelong learning. They considered their work demanding and lonely, with a need both to be manager and leader. A shared leadership could mean doing a better job. There is a need for education and training as a manager and leader as well as the opportunity to discuss with peers.

Learning, Motivation, and Transfer: Successful Teacher Professional Development

Science.gov (United States)

McDonald, Lex

2012-01-01

In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

Student teachers' self-regulated learning

NARCIS (Netherlands)

Endedijk, M.D.

2010-01-01

The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

COMBINING COOPERATIVE LEARNING WITH READING ALOUD BY TEACHERS

Directory of Open Access Journals (Sweden)

George Jacobs

2004-06-01

Full Text Available This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.

Teachers' Perceptions of School Leaders' Empowering Behaviours and Psychological Empowerment: Evidence from a Singapore Sample

Science.gov (United States)

Lee, Ai Noi; Nie, Youyan

2017-01-01

Using a convenience sample of 289 teachers in Singapore, this study examined: (1) whether there were significant differences between teachers' perceptions of principal's and immediate supervisor's empowering behaviours; and (2) teachers' perceptions of principal's and immediate supervisor's empowering behaviours in relation to teachers'…

The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

Directory of Open Access Journals (Sweden)

Shengru Li

2018-04-01

Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.

Reciprocal Learning: One Teacher's Narrative

Institute of Scientific and Technical Information of China (English)

Adrienne RIGLER

2017-01-01

This paper is a personal narrative from the perspective of one teacher in Toronto who participated in the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project.I took part in a Sister School partnership between 2013 and 2017.Over the four years,I came to understand relationships in an international professional learning community.Participating in the project gave me the benefit of seeing my practice through an international lens.For my students,it offered a global citizenship experience.Although there are numerous professional development opportunities in Toronto,this partnership extends beyond a lunch and learn,or a full day professional learning.The commitment to my partners has fueled my desire to incorporate new teaching ideas and has required ongoing reflection on my own teaching practice.In this article,I will explain some of the challenges,stages of development,reciprocal learning,and implications for future international professional learning communities.

"Don't Leave Us Out There Alone": A Framework for Supporting Supervisors

Science.gov (United States)

Dangel, Julie Rainer; Tanguay, Carla

2014-01-01

Professional development that scaffolds and supports supervisors is critical for quality field experiences and is our responsibility as teacher educators. The literature supports this statement and two ideas that conceptually frame our work: (1) quality field experiences are a critical component of preservice programs and (2) training and support…

Beyond Performativity: A Pragmatic Model of Teacher Professional Learning

Science.gov (United States)

Lloyd, Margaret; Davis, James P.

2018-01-01

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified…

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Teacher Identification of Student Learned Helplessness in Mathematics

Science.gov (United States)

Yates, Shirley

2009-01-01

Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…

CSCL in teacher training: what learning tasks lead to collaboration?

NARCIS (Netherlands)

Lockhorst, D.; Admiraal, W.F.; Pilot, A.

2010-01-01

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for

Preschool teachers´ views on childrens learning

DEFF Research Database (Denmark)

Frøkjær, Thorleif; Brostrøm, Stig; Sandberg, Anette

2014-01-01

? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different...... activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers’ perspectives and practices around children...

Why and how do general practitioners teach? An exploration of the motivations and experiences of rural Australian general practitioner supervisors.

Science.gov (United States)

Ingham, Gerard; Fry, Jennifer; O'Meara, Peter; Tourle, Vianne

2015-10-29

In medical education, a learner-centred approach is recommended. There is also a trend towards workplace-based learning outside of the hospital setting. In Australia, this has resulted in an increased need for General Practitioner (GP) supervisors who are receptive to using adult learning principles in their teaching. Little is known about what motivates Australian GP supervisors and how they currently teach. A qualitative study involving semi-structured interviews with 20 rural GP supervisors who work within one Regional Training Provider region in Australia explored their reasons for being a supervisor and how they performed their role. Data was analysed using a thematic analysis approach. GP supervisors identified both personal and professional benefits in being a supervisor, as well as some benefits for their practice. Supervision fulfilled a perceived broader responsibility to the profession and community, though they felt it had little impact on rural retention of doctors. While financial issues did not provide significant motivation to teach, the increasing financial inequity compared with providing direct patient care might impact negatively on the decision to be or to remain a supervisor in the future. The principal challenge for supervisors was finding time for teaching. Despite this, there was little evidence of supervisors adopting strategies to reduce teaching load. Teaching methods were reported in the majority to be case-based with styles extending from didactic to coach/facilitator. The two-way collegiate relationship with a registrar was valued, with supervisors taking an interest in the registrars beyond their development as a clinician. Supervisors report positively on their teaching and mentoring roles. Recruitment strategies that highlight the personal and professional benefits that supervision offers are needed. Practices need assistance to adopt models of supervision and teaching that will help supervisors productively manage the increasing

Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study.

Science.gov (United States)

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

2018-03-01

The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in

Training Master's Thesis Supervisors within a Professional Learning Community

Science.gov (United States)

Fossøy, Ingrid; Haara, Frode Olav

2016-01-01

Completion of a master's degree has changed significantly from being the specific responsibility of the candidate and his/her supervisor to being the responsibility of the whole educational institution. As a consequence, we have initiated an internal training course for professional development related to the supervision of master's theses. In…

Initiating undergraduate medical students into communities of research practise: what do supervisors recommend?

Directory of Open Access Journals (Sweden)

Riley Simon C

2010-11-01

Full Text Available Abstract Background Much has been written in the educational literature on the value of communities of practise in enhancing student learning. Here, we take the experience of senior undergraduate medical students involved in short-term research as a member of a team as a paradigm for learning in a community of practise. Based on feedback from experienced supervisors, we offer recommendations for initiating students into the research culture of their team. In so doing, we endeavour to create a bridge between theory and practise through disseminating advice on good supervisory practise, where the supervisor is perceived as an educator responsible for designing the research process to optimize student learning. Methods Using the questionnaire design tool SurveyMonkey and comprehensive lists of contact details of staff who had supervised research projects at the University of Edinburgh during 1995 - 2008, current and previous supervisors were invited to recommend procedures which they had found successful in initiating students into the research culture of a team. Text responses were then coded in the form of derivative recommendations and categorized under general themes and sub-themes. Results Using the chi-square tests of linear trend and association, evidence was found for a positive trend towards more experienced supervisors offering responses (χ2 = 16.833, p 2 = 0.482, p = 0.487, n = 203, respectively. A total of 126 codes were extracted from the text responses of 65 respondents. These codes were simplified to form a complete list of 52 recommendations, which were in turn categorized under seven derivative overarching themes, the most highly represented themes being Connecting the student with others and Cultivating self-efficacy in research competence. Conclusions Through the design of a coding frame for supervisor responses, a wealth of ideas has been captured to make communities of research practise effective mediums for undergraduate

Purchasing and Accounting. MAS-116. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

Science.gov (United States)

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to perform purchasing and accounting tasks efficiently and effectively. The first section is an introduction to the module. The next three…

Fourth Issue of the Journal of Problem Based Learning in Higher Education

DEFF Research Database (Denmark)

Davidsen, Jacob; Ryberg, Thomas

2015-01-01

We are pleased to introduce the fourth issue of the Journal of Problem Based Learning in Higher Education. Current issue is composed of five research papers and two PBL cases. These address different aspects of PBL in higher education as and represent an international experiences and knowledge...... with contributions from Brazil, Denmark, Germany and Morocco. The first three papers and the two cases touch upon the role of the teacher in facilitating problem based learning processes. These papers address the complex questions of how teachers can actually implement and teach PBL to students. The fourth paper...... a diverse set of aspects related to research in Problem Based Learning: teachers and supervisors roles, implementation of PBL curricular, assessment formats supporting PBL and new advances in combining technology and PBL....

In the Round: Supporting Teachers' Authentic Professional Learning

Science.gov (United States)

Strand, Matt

2013-01-01

This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School, teachers and administrators have developed a form of school-based instructional rounds referred to herein as PLC rounds (professional learning community rounds). In PLC rounds,…

Innovating Everything: Examining Teacher Learning of Unfamiliar Texts

Science.gov (United States)

Goff, Maria Hernandez

2017-01-01

This dissertation explored how a teacher learned to teach with and about unfamiliar (to her) media texts in her high school English classroom. This study also examined my role as the researcher/mentor in the teacher's learning and development process. Through situated learning theories (Lave & Wenger, 1991) and discourse through identities…

Awareness on Learning Disabilities among Elementary School Teachers

Science.gov (United States)

Menon K. P., Seema

2016-01-01

The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

The role of Ict in acting Supervisor and Manager in schools

Directory of Open Access Journals (Sweden)

Adriana Benedita Soares de Lima

2016-06-01

Full Text Available This research investigated the role of the Education Advisor and School Management in the Metropolitan Region of Paraiba Valley in order to identifymalfunctions in administrative and pedagogical processes that prevent the effective student learning. In this case study were conducted diagnostic surveys school processes, relying on administrative tools and information and communication technologies. They were proposed and implemented with the researched tools that enable greater efficiency in the performance of these professionals in the management of schools with the development of a strategic planning and Improvement Project execution using information and communication technologies (ICT. The methodology was based on a qualitative approach and involved the literature. The scenarios of the research were two schools under the jurisdiction of Taubate Educational Board and the subjects surveyed were supervisors, principals, teachers, coordinators and staff of these schools. administrative and technological tools were used: Current Reality Tree, the Improvement and Project Worksheet Matrices (SPM.

How Teachers Learn: The Roles of Formal, Informal, and Independent Learning

Science.gov (United States)

Jones, W. Monty; Dexter, Sara

2014-01-01

A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers' learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and…

Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

Science.gov (United States)

Hursen, Cigdem; Fasli, Funda Gezer

2017-01-01

The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence…

Teacher Professional Learning: Developing with the Aid of Technology

Science.gov (United States)

Kyprianou, Marianna; Nikiforou, Eleni

2016-01-01

Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

Science.gov (United States)

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

The Conflict Management Strategies of School Administrators While Conflicting with Their Supervisors

Science.gov (United States)

Özyildirim, Gülnar; Kayikçi, Kemal

2017-01-01

Conflict is everywhere as there are conflicts at educational organizations. One of the most affected groups from conflicts is administrators who are bridges between teachers and parents, supervisors. The aims of this study are to determine which strategies the school administrators use and how often they use these strategies and whether their…

Managing organizational change: strategies for the female health care supervisor.

Science.gov (United States)

Davies, G

1990-07-01

In responding to resistance to change in the current health care organization, the new female supervisor can learn to support her staff in encountering and accepting these changes. The strategies and skills discussed above are characteristic of a supervisory style that may naturally occur for women, but also can be incorporated into the leadership style of men in health care management today. Health care leaders of tomorrow must work from an androgynous framework in which the behavior patterns and responses of each gender are learned and used appropriately by both men and women. Sargent suggests that the best managers are androgynous and that this is the inevitable wave of the future. Whether man or woman, a supervisor should learn, accept, and use methods that are characteristic of both sexes to be successful in managing people. Women and men must learn from each other's strengths and share these diverse skills. Given that women now outnumber men in health care management positions and organizations are changing to a more nurturing environment, the androgynous supervisor will be the successful leader of the future. Finally, women in health care supervisory positions have the potential to bring change where it is badly needed. Women in these roles often have a system wide view of health care policy issues that recognizes less federal commitment to social programs. Many women in health care positions believe that the issues of children, women, the elderly, the poor, and the homeless need focused attention. The growing number of women in health care supervisory and leadership roles is an important factor in changing national health policy for the benefit of these groups.(ABSTRACT TRUNCATED AT 250 WORDS)

Learning Goals Achievement of a Teacher in Professional Development

Directory of Open Access Journals (Sweden)

Siti Marfu’ah

2017-04-01

Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.

Help me if you can: Psychological distance and help-seeking intentions in employee-supervisor relations.

Science.gov (United States)

Berkovich, Izhak; Eyal, Ori

2018-02-15

Social support at work is considered useful in treating job-related stress, and supervisors' emotional support has been found to be the most effective source of support at work. But an understanding of what elements make employees use supervisors as a source of emotional support is lacking. The present qualitative study included in-depth interviews with 24 teachers and 12 principals and a focus group with 12 school counsellors. The findings pointed at 2 groups of determinants of subordinates' intentions of asking socioemotional help from supervisors. The structural-organizational factors included low formalization structure, supportive and open work climate, shared goals, and manager's professional expertise; the dyadic factors included quality of relationship and demographic similarity. The determinants reflected different dimensions of psychological distance forming a close construal level that played a central part in employees' viewing the supervisor as an accessible socioemotional resource. The role of construal fit is discussed. Copyright © 2018 John Wiley & Sons, Ltd.

Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

Science.gov (United States)

Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

2016-01-01

This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

Inconvenient Truths about Teacher Learning: Towards Professional Development 3.0

Science.gov (United States)

Korthagen, Fred

2017-01-01

Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these…

Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse

Directory of Open Access Journals (Sweden)

Hamdani Hamdani

2017-10-01

Full Text Available In the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. As a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. Therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. The research method used is descriptive. Research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. The subject of this research is the junior high school mathematics teacher from several districts in the border area of Sambas-Sarawak Regency. The results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". Most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. Student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended.

Teachers' Self-Initiated Professional Learning through Personal Learning Networks

Science.gov (United States)

Tour, Ekaterina

2017-01-01

It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as…

Children Literacy Through Learning Sotfwares

Directory of Open Access Journals (Sweden)

Karina Matheus dos Santos

2011-10-01

Full Text Available Means that incite curiosity and interest can greatly facilitate children’s learning process, and the digital world has become an essential tool in this area, providing both teachers and students with countless new opportunities. With such information the Children Literacy Through Learning Sotfwares project took effective place in UFSC’s Colégio de Aplicação school, using Mestre® (GOYOS e ALMEIDA, 1994. Five students, indicated by their teacher due to their difficulties in class to benefit from the project, were assisted in their literacy, being one of them with only impaired hearing, who benefited for being encouraged to develop auditory identification strategies. All of them developed motivational autonomy throughout the project, feeling more comfortable and motivated, always counting on their supervisors, who informed the teacher about each student’s performance while being observed. At the end of the project the teacher highlighted this program’s importance to child education, yet without making use of them herself. This project’s benefits have proven themselves necessary to those students’s development as individuals under learning process, allowing to acknowledge what  an educational software can do and must be in order to develop its potential as a  teaching tool, making the no-mistaking-learning advantages evident when it comes to respecting each student’s timing in learning.

What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

OpenAIRE

Dignath-van Ewijk, Charlotte; van der Werf, Greetje

2012-01-01

In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs...

What Is The Role of Thesis In Dentistry? Evaluation of the View Point of Senior and Graduated Students and Supervisor Teachers of Mashhad Dental School in 2010

Directory of Open Access Journals (Sweden)

Samane Habibi

Full Text Available Introduction: In the education system in the country, thesis works as a way to solve research problems and thesis presentation is based as part of the research. To improve the quality of dissertations, it is essential to have an accurate evaluation of the objectives, practical process, process and efficiency of the course by supervisors, graduates and students. The purpose of this study was evaluation of the view point of senior and graduated students and supervisor teachers of Mashhad dental school about thesis.Materials & Methods: Forty eight supervisors, 40 students and 50 graduates from Mashhad dental school participated in this cross sectional descriptive study in the year 2010. Three questionnaires, which proved to be valid and reliable, were used for data collection. Results were analyzed according to the frequency distribution of variable and average of description. Common questions were compared by Kruskal-Wallis test at a significance level of 95%.Results: The data indicated that the effect of thesis presentation on the activities leading to production and basic science and increase in professional knowledge and skills were average while it was very effective in teaching research methods. Students, graduates and supervisors together agreed on the completion of a joint research project in the early years of school and covering an education subject about thesis goals. Supervisors estimated the effect of thesis result in community to be more than that of the graduates (P=0.03. In addition, supervisors had less agreement on thesis as a voluntary course compared to students and graduates (P=0.01.Conclusion: Based on findings of this study, because of the great amount of budget and time spent on thesis, it is better to optimize the presented results and recommendations in this regard. It also seems that the greatest impact on improving the process would be created through revising the rules, creating supportive organizations actively and

The Westinghouse Waste Isolation Division Management and Supervisor Training Program

International Nuclear Information System (INIS)

Gilbreath, B.

1992-01-01

The Westinghouse Waste Isolation Division (WID) is the management and operating contractor (MOC) for the Department of Energy's (DOE's) Waste Isolation Plant (WIPP). Managers and supervisors at DOE facilities such as the WIPP are required to complete extensive training. To meet this requirement, WID created a self-paced, self-study program known as Management and Supervisor Training (MAST). All WID managers and supervisors are required to earn certification through the MAST program. Selected employees are permitted to participate in MAST with prior approval from their manager and the Human Resources Manager. Initial MAST certification requires the completion of 31 modules. MAST participants check out modules and read them when convenient. When they are prepared, participants take module examinations. To receive credit for a given module, participants must score at least 80 percent on the examination. Lessons learned from the development, implementation, and administration are presented in this paper

How Pre-Service Teachers Learn Educational Technology with the Situated Learning Approach

Science.gov (United States)

Kucuk, Sevda

2018-01-01

This research investigated pre-service teachers' motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample of this study was 65 second year science education pre-service teachers. The data were collected through two questionnaires.…

Teacher Feedback during Active Learning: Current Practices in Primary Schools

Science.gov (United States)

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-01-01

Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

Teachers' Understanding of Learning Goals

DEFF Research Database (Denmark)

Krog Skott, Charlotte; Slot, Marie Falkesgaard; Carlsen, Dorthe

will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally...

Plant and Industry Experience. MAS-122. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

Science.gov (United States)

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to use plant and industry experience to improve plant safety and reliability. The following topics are covered in the module's individual…

Predicting Performance: A Comparison of University Supervisors' Predictions and Teacher Candidates' Scores on a Teaching Performance Assessment

Science.gov (United States)

Sandholtz, Judith Haymore; Shea, Lauren M.

2012-01-01

The implementation of teaching performance assessments has prompted a range of concerns. Some educators question whether these assessments provide information beyond what university supervisors gain through their formative evaluations and classroom observations of candidates. This research examines the relationship between supervisors' predictions…

Supervisor training

DEFF Research Database (Denmark)

Pedersen, Inge Nygaard

2015-01-01

on the experience of an integrated supervisor training programme offered in Aalborg, Denmark in 2009/2010. In this programme general issues of professional supervision and the application of artistic media as a core element in the supervisory process were Integrated. It is the hope of the author that this article...... will inspire other music therapists to develop supervisor training programmes for professional music therapists and also to undertake further research into professional supervision....

Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning

Science.gov (United States)

Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

2012-01-01

With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

Science Teachers' Perceptions of the Relationship Between Game Play and Inquiry Learning

Science.gov (United States)

Mezei, Jessica M.

The implementation of inquiry learning in American science classrooms remains a challenge. Teachers' perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers' instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers' game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers' game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences?. Results showed weak quantitative links between science teachers' game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers

Developing skilled doctor-patient communication in the workplace: a qualitative study of the experiences of trainees and clinical supervisors.

Science.gov (United States)

Giroldi, Esther; Veldhuijzen, Wemke; Geelen, Kristel; Muris, Jean; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees

2017-12-01

To inform the development of recommendations to facilitate learning of skilled doctor-patient communication in the workplace, this qualitative study explores experiences of trainees and supervisors regarding how trainees learn communication and how supervisors support trainees' learning in the workplace. We conducted a qualitative study in a general practice training setting, triangulating various sources of data to obtain a rich understanding of trainees and supervisors' experiences: three focus group discussions, five discussions during training sessions and five individual interviews. Thematic network analysis was performed during an iterative process of data collection and analysis. We identified a communication learning cycle consisting of six phases: impactful experience, change in frame of reference, identification of communication strategies, experimentation with strategies, evaluation of strategies and incorporation into personal repertoire. Supervisors supported trainees throughout this process by creating challenges, confronting trainees with their behaviour and helping them reflect on its underlying mechanisms, exploring and demonstrating communication strategies, giving concrete practice assignments, creating safety, exploring the effect of strategies and facilitating repeated practice and reflection. Based on the experiences of trainees and supervisors, we conclude that skilled communication involves the development of a personal communication repertoire from which learners are able to apply strategies that fit the context and their personal style. After further validation of our findings, it may be recommended to give learners concrete examples, opportunities for repeated practise and reflection on personal frames of reference and the effect of strategies, as well as space for authenticity and flexibility. In the workplace, the clinical supervisor is able to facilitate all these essential conditions to support his/her trainee in becoming a skilled

Clinical supervisors' perceived needs for teaching communication skills in clinical practice.

Science.gov (United States)

Perron, N Junod; Sommer, J; Hudelson, P; Demaurex, F; Luthy, C; Louis-Simonet, M; Nendaz, M; De Grave, W; Dolmans, D; van der Vleuten, C P M

2009-07-01

Lack of faculty training is often cited as the main obstacle to post-graduate teaching in communication skills. To explore clinical supervisors' needs and perceptions regarding their role as communication skills trainers. Four focus group discussions were conducted with clinical supervisors from two in-patient and one out-patient medical services from the Geneva University Hospitals. Focus groups were audio taped, transcribed verbatim and analyzed in a thematic way using Maxqda software for qualitative data analysis. Clinical supervisors said that they frequently addressed communication issues with residents but tended to intervene as rescuers, clinicians or coaches rather than as formal instructors. They felt their own training did not prepare them to teach communication skills. Other barriers to teach communication skills include lack of time, competing demands, lack of interest and experience on the part of residents, and lack of institutional priority given to communication issues. Respondents expressed a desire for experiential and reflective training in a work-based setting and emphasised the need for a non-judgmental learning atmosphere. Results suggest that organisational priorities, culture and climate strongly influence the degree to which clinical supervisors may feel comfortable to teach communication skills to residents. Attention must be given to these contextual factors in the development of an effective communication skills teaching program for clinical supervisors.

MOECSW trains master trainers and supervisors.

Science.gov (United States)

1995-01-01

The Ministry of Education, Culture and Social Welfare (MOECSW), as part of the Population Education Programs (formal and informal), undertook a series of training programs to upgrade the knowledge and skills of master trainers, supervisors, and resource persons. As part of the Population Education in the Formal School Sector Project (NEP/93/P01), under the Curriculum Development Centre five training courses were organized to train 220 master trainers. Under the "Three Steps Training Strategy," these 220 master trainers would teach 825 secondary school headmasters who would reach 2025 secondary school teachers. The training courses were held in Dhangadi, April 23-27, 1995; in Pokhara, April 2-7; and in Biratnagar, February 20-24. The areas covered included: 1) the pedagogical aspect of population education (content, scope, objectives, nature, teaching methodologies); 2) demography and population dynamics (composition, distribution and density, sources of population data, demographic transition, consequences and determinants of population growth); 3) family life and adolescence and human sexuality education, including acquired immunodeficiency syndrome (AIDS) education; 4) maternal and child health, and family planning; 5) environment; and 6) population policy and programs. As part of the Population Education Programme (NEP/93/P08), a Master Trainers Training Workshop was held in Makwanpur, March 26-28, 1995. These master trainers would train trainers who would train the facilitators and teachers at learning centers for adult learners under the literacy and post literacy programs. This course focused on the approaches and strategies for integrating population education in development programs, and non-formal education, adult literacy, post literacy, and out-of-school children programs. Dr. D. de Rebello and Mr. S. Hutabarat, CST Advisors on Population Education, organized the training courses and served as resource persons.

Teacher and Student Intrinsic Motivation in Project-Based Learning

Science.gov (United States)

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Learning to teach science in urban schools

Science.gov (United States)

Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

2001-10-01

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

Using online learning networks to promote self-regulated learning in primary teacher education

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of

EFL Secondary School Teachers' Views on Blended Learning in Tabuk City

Science.gov (United States)

Alfahadi, Abdulrahman M.; Alsalhi, Abdulrhman A.; Alshammari, Abdullah S.

2015-01-01

The aim of this study is to investigate EFL Secondary School Teachers' Views on Blended Learning. It also aims to investigate (a) the teachers' views on blended learning content and process, and (b) how blended learning is effective in developing teachers' performance. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA. In order to…

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

Leadership in the clinical workplace: what residents report to observe and supervisors report to display: an exploratory questionnaire study

OpenAIRE

van der Wal, Martha A.; Scheele, Fedde; Sch?nrock-Adema, Johanna; Jaarsma, A. Debbie C.; Cohen-Schotanus, Janke

2015-01-01

Background: Within the current health care system, leadership is considered important for physicians. leadership is mostly self-taught, through observing and practicing. Does the practice environment offer residents enough opportunities to observe the supervisor leadership behaviours they have to learn? In the current study we investigate which leadership behaviours residents observe throughout their training, which behaviours supervisors report to display and whether residents and supervisor...

Partnerships for clinical learning: A collaborative initiative to support medical imaging technology students and their supervisors

International Nuclear Information System (INIS)

Thompson, A.; Smythe, L.; Jones, M.

2016-01-01

Introduction: The involvement of practitioners in the teaching and supervision of medical imaging technology students is central to students' learning. This article presents an overview of a learning partnership initiative, reinforced by an online platform to support students' learning and their medical imaging technologist supervisors' (MITs) teaching within a clinical learning environment in a New Zealand context. Methodology: Data were generated through a series of fourteen collaborative action research focus group meetings with MITs and student MITs. Results: The findings revealed that a robust relationship between a student and their MIT partner gave students an ‘anchor’ for learning and a sense of belonging. The online platform supported the relationship and provided an effective means for communication between students and their MIT partners. The relationship was not one-directional as it also supported the enhancement of MITs' practice. Conclusions: The recommendations from the study suggest learning partnerships between MITs and student MITs will be valuable in supporting teaching and learning respectively. MITs need to be better supported in their teaching role to enable them to make a greater investment in students' learning. A redistribution of funding for clinical education needs to be considered to support the MITs' central role in teaching medical imaging students. - Highlights: • Learning partnerships within a clinical setting support students' learning. • An online platform can provide online support when face-to-face support is not possible. • Learning partnerships can enhance MITs' practice.

E-Learning Approach in Teacher Training

Directory of Open Access Journals (Sweden)

A. Seda YUCEL

2006-10-01

Full Text Available There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment an asynchronized (where individuals actualize self-training in computer environments. Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.

A framework for studying teacher learning by design

NARCIS (Netherlands)

Voogt, Joke; McKenney, Susan; Janssen, Fred; Berry, Amanda; Kicken, Wendy; Coenders, Fer

2012-01-01

Voogt, J., McKenney, S., Janssen, F., Berry, A., Kicken, W., & Coenders, F. (2012, 2-6 July). A framework for studying teacher learning by design. Paper presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting,

Novice Supervisors' Practices and Dilemmatic Space in Supervision of Student Research Projects

Science.gov (United States)

Vereijken, Mayke W. C.; van der Rijst, Roeland M.; van Driel, Jan H.; Dekker, Friedo W.

2018-01-01

Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors' approaches to research supervision as they explore their practices and experience difficulties supervising medical-students. Teacher noticing was used as a sensitising concept and relations…

What Millennial Preservice Teachers Want to Learn in Their Training

Science.gov (United States)

Clark, Sarah K.; Byrnes, Deborah

2015-01-01

As teacher educators, we implore teacher candidates to understand the cultures and experiences of their students to engage them in learning. Yet, preservice teachers are seldom asked what they hope to learn in their training to become teachers of young children. In this study, we examined the interests, resources, and expectations of millennial…

Composing with New Technology: Teacher Reflections on Learning Digital Video

Science.gov (United States)

Bruce, David L.; Chiu, Ming Ming

2015-01-01

This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

Developing and Assessing Teachers' Knowledge of Game-Based Learning

Science.gov (United States)

Shah, Mamta; Foster, Aroutis

2015-01-01

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

Supervisor Autonomy and Considerate Leadership Style are Associated with Supervisors' Likelihood to Accommodate Back Injured Workers.

Science.gov (United States)

McGuire, Connor; Kristman, Vicki L; Shaw, William; Williams-Whitt, Kelly; Reguly, Paula; Soklaridis, Sophie

2015-09-01

To determine the association between supervisors' leadership style and autonomy and supervisors' likelihood of supporting job accommodations for back-injured workers. A cross-sectional study of supervisors from Canadian and US employers was conducted using a web-based, self-report questionnaire that included a case vignette of a back-injured worker. Autonomy and two dimensions of leadership style (considerate and initiating structure) were included as exposures. The outcome, supervisors' likeliness to support job accommodation, was measured with the Job Accommodation Scale (JAS). We conducted univariate analyses of all variables and bivariate analyses of the JAS score with each exposure and potential confounding factor. We used multivariable generalized linear models to control for confounding factors. A total of 796 supervisors participated. Considerate leadership style (β = .012; 95% CI .009-.016) and autonomy (β = .066; 95% CI .025-.11) were positively associated with supervisors' likelihood to accommodate after adjusting for appropriate confounding factors. An initiating structure leadership style was not significantly associated with supervisors' likelihood to accommodate (β = .0018; 95% CI -.0026 to .0061) after adjusting for appropriate confounders. Autonomy and a considerate leadership style were positively associated with supervisors' likelihood to accommodate a back-injured worker. Providing supervisors with more autonomy over decisions of accommodation and developing their considerate leadership style may aid in increasing work accommodation for back-injured workers and preventing prolonged work disability.

Self regulated learning trough project base learning on the prospective math teacher

Science.gov (United States)

Laelasari

2018-03-01

Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

Putting the Super in Supervisor: Determinants of Federal Employee Evaluation of Supervisors.

Science.gov (United States)

Daley, Dennis M.

1997-01-01

Cross-sectional analysis of federal employee opinions of their supervisors showed that they believed the following to be crucial supervisor responsibilities: performance appraisal, protecting the merit system from prohibited practices, and enhancing employee job satisfaction and intrinsic motivation. (SK)

Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

Science.gov (United States)

Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

2017-01-01

The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…

Mobile learning for teacher professional learning: benefits, obstacles and issues

OpenAIRE

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

This paper reflects on the role of mobile learning in teachers’ professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, c...

Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

DEFF Research Database (Denmark)

Rasmussen, Klaus

2016-01-01

This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the less...... and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge......This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson...... study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed...

Meaningful work and secondary school teachers' intention to leave

OpenAIRE

Janik, M.; Rothmann, S.

2015-01-01

The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnove...

Collaborative teacher learning in different primary school settings

NARCIS (Netherlands)

Doppenberg, J.J.; Bakx, A.W.E.A.; Brok, den P.J.

2012-01-01

During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher

Statistical Mechanics of On-line Learning When a Moving Teacher Goes around an Unlearnable True Teacher

Science.gov (United States)

Urakami, Masahiro; Miyoshi, Seiji; Okada, Masato

2007-04-01

In the framework of on-line learning, a learning machine might move around a teacher due to the differences in structures or output functions between the teacher and the learning machine. In this paper we analyze the generalization performance of a new student supervised by a moving machine. A model composed of a fixed true teacher, a moving teacher, and a student is treated theoretically using statistical mechanics, where the true teacher is a nonmonotonic perceptron and the others are simple perceptrons. Calculating the generalization errors numerically, we show that the generalization errors of a student can temporarily become smaller than that of a moving teacher and can reach the lowest value, even if the student only uses examples from the moving teacher. However, the generalization error of the student eventually becomes the same value with that of the moving teacher. This behavior is qualitatively different from that of a linear model.

Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

Science.gov (United States)

Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

2016-01-01

The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

Teachers' Reflections on Cooperative Learning: Issues of Implementation

Science.gov (United States)

Gillies, Robyn M.; Boyle, Michael

2010-01-01

Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the…

Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

Science.gov (United States)

McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

2016-01-01

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

Science.gov (United States)

Gibbone, Anne; Mercier, Kevin

2014-01-01

Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

What teacher factors influence their attributions for children's difficulties in learning?

Science.gov (United States)

Brady, Katy; Woolfson, Lisa

2008-12-01

Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for children's difficulties in learning. One hundred and eighteen primary school teachers (44 general mainstream, 33 mainstream learning support, and 41 special education teachers) completed the short form of the Teachers' Sense of Efficacy Scale, the Interaction with Disabled Persons Scale (IDP), and a revised version of the Teacher Attribution Scale. Regression analysis found that teachers' role influenced stability and controllability attributions. However, for stability attributions the effect was not sustained when examined in the context of the other factors of teaching efficacy, experience, training, and attitudes towards disability. What emerged as important instead was strong feelings of sympathy towards disabled people which predicted stable attributions about learning difficulties. Experience of teaching children with additional support needs and teaching efficacy positively predicted external locus of causality attributions. Surprisingly, training was not found to have an impact on attributions. A mixed MANOVA found that mainstream teachers' controllability attributions were influenced by whether or not the child had identified learning support needs. Teacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed.

Possibilities and Challenges in Teachers' Collegial Learning

Science.gov (United States)

Makopoulou, Kyriaki; Armour, Kathleen

2014-01-01

This paper reports a set of findings from a larger research study undertaken on Physical Education (PE) teachers' career-long professional learning in Greece. In total, nine case study PE teachers participated in the study. Data were collected using semi-structured interviews with the teachers. The data were analysed using a constructivist…

Implementing Cooperative Learning in Australian Primary Schools: Generalist Teachers' Perspectives

Science.gov (United States)

Hennessey, Angela; Dionigi, Rylee A.

2013-01-01

To implement cooperative learning successfully in practice, teachers require knowledge of cooperative learning, its features and terms, and how it functions in classrooms. This qualitative study examined 12 Australian generalist primary teachers', understandings of cooperative learning and perceived factors affecting its implementation. Using…

Coaching Discourse: Supporting Teachers' Professional Learning

Science.gov (United States)

Heineke, Sally F.

2013-01-01

Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

Learning with Teachers; A Scientist's Perspective

Science.gov (United States)

Czajkowski, K. P.

2004-12-01

Over the past six years, as an Assistant Professor and now as an Associate Professor, I have engaged in educational outreach activities with K-12 teachers and their students. In this presentation I will talk about the successes and failures that I have had as a scientist engaged in K-12 educational outreach, including teaching the Earth System Science Education Alliance (ESSEA) distance learning course, teaching inquiry-based science to pre-service teachers through the NASA Opportunities for Visionary Academics (NOVA) program, GLOBE, school visits, and research projects with teachers and students. I will reflect on the potential impact this has had on my career, negative and positive. I will present ways that I have been able to engage in educational outreach while remaining a productive scientist, publishing research papers, etc. Obtaining grant funding to support a team of educational experts to assist me perform outreach has been critical to my groups success. However, reporting for small educational grants from state agencies can often be overwhelming. The bottom line is that I find working with teachers and students rewarding and believe that it is a critical part of me being a scientist. Through the process of working with teachers I have learned pedagogy that has helped me be a better teacher in the university classroom.

Nurses' supervisors, learning options and organisational commitment: Australia, Brazil and England.

Science.gov (United States)

Brunetto, Yvonne; Shacklock, Kate; Teo, Stephen; Farr-Wharton, Rod; Nelson, Silvia

2015-11-01

To examine the relationships between leader-member exchange (LMX), workplace learning options (teamwork, training and development), empowerment and organisational commitment, for nurses in Australia, England and Brazil. The supervisor-employee relationship is fundamental to management theory and practice within the work context of Organisation for Economic Cooperation and Development (OECD) countries. Survey-based, self-report data were collected from 1350 nurses in 23 acute-care hospitals during 2011. Significant relationships were found between key Social Exchange Theory antecedents (LMX and teamwork) and outcomes (organisational commitment) for nurses in Australia and England, but not in Brazil. As expected, the path between teamwork and organisational commitment was significant in the three countries. The findings affirm the importance of LMX as a management tool affecting employee outcomes in OECD countries. In contrast, LMX cannot be assumed to play an important role within a context that operates a dual employment structure coupled with a culture accepting of 'Jeitinho' workplace relationships. Informal workplace relationships - 'Jeitinho' (similar to the Chinese 'guanxi') may be worthy of examination within BRICS (Brazil, Russia, India, China and South Africa) countries such as Brazil. © 2014 John Wiley & Sons Ltd.

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

Science.gov (United States)

Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

Science.gov (United States)

Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

2018-01-01

This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

A Training Intervention for Supervisors to Support a Work-Life Policy Implementation

Science.gov (United States)

Laharnar, Naima; Glass, Nancy; Perrin, Nancy; Hanson, Ginger; Kent Anger, W.

2013-01-01

Background Effective policy implementation is essential for a healthy workplace. The Ryan-Kossek 2008 model for work-life policy adoption suggests that supervisors as gatekeepers between employer and employee need to know how to support and communicate benefit regulations. This article describes a workplace intervention on a national employee benefit, Family and Medical Leave Act (FMLA), and evaluates the effectiveness of the intervention on supervisor knowledge, awareness, and experience with FMLA. Methods The intervention consisted of computer-based training (CBT) and a survey measuring awareness and experience with FMLA. The training was administered to 793 county government supervisors in the state of Oregon, USA. Results More than 35% of supervisors reported no previous training on FMLA and the training pre-test revealed a lack of knowledge regarding benefit coverage and employer responsibilities. The CBT achieved: (1) a significant learning effect and large effect size of d = 2.0, (2) a positive reaction to the training and its design, and (3) evidence of increased knowledge and awareness regarding FMLA. Conclusion CBT is an effective strategy to increase supervisors' knowledge and awareness to support policy implementation. The lack of supervisor training and knowledge of an important but complex employee benefit exposes a serious impediment to effective policy implementation and may lead to negative outcomes for the organization and the employee, supporting the Ryan-Kossek model. The results further demonstrate that long-time employees need supplementary training on complex workplace policies such as FMLA. PMID:24106648

Experienced teachers' informal workplace learning and perceptions of workplace conditions

NARCIS (Netherlands)

Hoekstra, A.; Korthagen, F.; Brekelmans, M.; Beijaard, D.; Imants, J.

2009-01-01

Purpose: The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes. Design/methodology/approach: From a sample of 32 teachers, a purposeful sampling technique of

E-Learning Approach in Teacher Training

Science.gov (United States)

Yucel, Seda A.

2006-01-01

There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

Mapping the logics in practice oriented competence development

DEFF Research Database (Denmark)

Tamborg, Andreas Lindenskov; Allsopp, Benjamin B.; Fougt, Simon Skov

In this paper we investigate the role of the local supervisor when implementing a mathematics teacher training program based on Action Learning (Misfeldt et al. 2014, Plauborg et al. 2007). Using data from interviews of teachers, local supervisors and school managers we examine the arising...... expectations on the local supervisor and how these expectations influence the program’s ability to support teachers in their professional development. We do so by using Clarke’s (2009) Situational Analysis and Arcform notation (Allsopp 2013) to map the actors’ relation to the supervisor. We see that the local...

Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning

Science.gov (United States)

Farrell, Thomas S. C.; Jacobs, George M.

2016-01-01

This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective…

Developing Cooperative Learning in Initial Teacher Education: Indicators for Implementation

Science.gov (United States)

Jolliffe, Wendy; Snaith, Jessica

2017-01-01

This paper examines the impact of supporting pre-service teachers to use cooperative learning in one initial teacher education institution in England. In a context where the government requires all teacher education to be "school-led" and where school partners do not commonly use cooperative learning (Baines, Rubie-Davies, and Blatchford…

Teachers' and students' perspectives on teaching and learning through virtual learning environments

Science.gov (United States)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

Transparency of Banking Supervisors

NARCIS (Netherlands)

Liedorp, Franka; Mosch, Robert; van der Cruijsen, Carin; de Haan, Jakob

Following Eijffinger and Geraats (2006), this paper constructs an index of transparency of banking supervisors that takes political, economic, procedural, policy, and operational transparency into account. Based on a survey, the index is constructed for 24 banking supervisors. The average score is

On-line Professional Learning Communities: Increasing Teacher Learning and Productivity in Isolated Rural Communities

Directory of Open Access Journals (Sweden)

Dora Salazar

2010-08-01

Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.

Under-Threes' Mathematical Learning--Teachers' Perspectives

Science.gov (United States)

Franzén, Karin

2014-01-01

This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1-3?years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data…

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

Science.gov (United States)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

Teachers' Teaching Experience and Students' Learning Outcomes ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

Situating teacher learning in the practice of mathematics and science teaching

Science.gov (United States)

Hartman, Monica Louise

Education reforms propose new content and pedagogy for students. Making such reforms possible in schools depends on creating new content and pedagogy for teachers' learning. This study investigated an approach to support teachers' learning which has been rapidly growing in popularity. Specifically, the study was designed to learn how a collaborative professional development experience, situated in teachers' own practice, might help elementary teachers develop knowledge for teaching. Eleven fourth and fifth grade teachers from two public schools participated in this professional development which was modeled after Japanese Lesson Study. A qualitative research methodology of critical inquiry was used to analyze the data. The researcher was both designer and participant. This intervention gave these teachers opportunities to learn content, pedagogy, and skills for collaborative inquiry, but not all the teachers continued their involvement. Challenges of time, talk and individualism were problems for all and were among the main reasons teachers in one group gave for leaving the program. Three characteristics of the teachers who completed the project included: (a) dissatisfaction with the learning outcomes of their students; (b) participation with colleagues in social activities throughout the school year; (c) an existing trusting relationship with the program facilitator. The features of this new pedagogy of professional development require teachers to break from typical orientations to practice. This produces a paradox. On one hand, many American teachers do not have the skills needed to be expert at this, for the professional culture does not support such work. On the other hand, if teachers are not given opportunities to collaborate in meaningful ways, the skills they need cannot develop. Although, these teachers were not yet experts in this collaborative inquiry process, the skills required began to develop in the course of engaging in this professional development

Preservice Teacher Institute: Developing a Model Learning Community for Student Teachers

Science.gov (United States)

Kent, Andrea M.; Simpson, Jennifer L.

2009-01-01

The Preservice Teacher Institute (PTI) is a budding learning community designed to provide mentoring and support for senior elementary education undergraduate candidates. This program is an effective paradigm for mentoring and inducting new teachers into the profession. PTI is a two-semester program. The first semester is restricted to candidates…

Are Learning Assistants Better K-12 Science Teachers?

Science.gov (United States)

Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2010-10-01

This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

Training organizational supervisors to detect and prevent cyber insider threats: two approaches

Directory of Open Access Journals (Sweden)

Dee H. Andrews

2013-05-01

Full Text Available Cyber insider threat is intentional theft from, or sabotage of, a cyber system by someone within the organization. This article explores the use of advanced cognitive and instructional principles to accelerate learning in organizational supervisors to mitigate the cyber threat. It examines the potential advantage of using serious games to engage supervisors. It also posits two systematic instructional approaches for this training challenge – optimal path modelling and a competency-based approach. The paper concludes by discussing challenges of evaluating training for seldom occurring real world phenomena, like detecting a cyber-insider threat.

Fieldcrest Cannon Workplace Literacy Modules for Supervisors. Alabama Partnership for Training.

Science.gov (United States)

Alabama State Dept. of Education, Montgomery.

This packet contains eight learning modules developed for use in Fieldcrest Cannon workplace literacy classes for supervisors. The modules cover the following topics: (1) coaching/communication; (2) coaching/communication and motivation; (3) communication skills; (4) training/coaching; (5) time management; (6) policy and procedures; (7) safety;…

Teacher Candidate Technology Integration: For Student Learning or Instruction?

Science.gov (United States)

Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

2015-01-01

Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

A Model for In-service Teacher Learning in the Context of an Innovation

Science.gov (United States)

Coenders, Fer; Terlouw, Cees

2015-08-01

When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential.

Leadership Effects on Student Learning Mediated by Teacher Emotions

Directory of Open Access Journals (Sweden)

Jingping Sun

2015-06-01

Full Text Available School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning—collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.

Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

Science.gov (United States)

Loughland, Tony; Nguyen, Hoa Thi Mai

2016-01-01

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

Student-Teacher Interaction in Online Learning Environments

Science.gov (United States)

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

Directory of Open Access Journals (Sweden)

Mary Burns

2014-01-01

Full Text Available Active Learning in Maths and Science (ALMS was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS’s theory of action is grounded in the belief that collaborative learning serves as a “gateway” to learner-centered instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher’s role; alter the teacher and student relationship; change teachers’ organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centered instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centered instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behavior. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change.

Respirators: Supervisors Self-Study #43442

Energy Technology Data Exchange (ETDEWEB)

Chochoms, Michael [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-04-20

This course, Respirators: Supervisors Self-Study (#43442), addresses training requirements for supervisors of respirator wearers as specified by the American National Standard Institute (ANSI) Standard for Respiratory Protection, ANSI Z88.2, and as incorporated by reference in the Department of Energy (DOE) Worker Health and Safety Rule, 10 Code of Federal Regulations (CFR) 851. This course also presents the responsibilities of supervisors of respirator wearers at Los Alamos National Laboratory (LANL).

Nursing education and learning

DEFF Research Database (Denmark)

Sangild Stølen, Karen Marie

Background: Learning professional skills in the clinic is central to the acquisition of professional competences for future nurses. There are no clear vision of how learning takes place in the clinic and the question is how education in the clinic may lead to the professional skills that enable...... future nurses to take care for patients. Design and setting: The project Learning in Practice was accomplished from 2011 to early 2013, in collaboration between educations of nursing and educational theory educations at UCC North Zealand. The results in this paper is related to the examination...... of the nurse education only. The examination is based on four non-participating observations, four participating observations and three focus group interviews, respectively, four students, four clinical supervisors and four teachers . The clinical context was local hospitals. The data were analyzed...

Professional Vision and the Politics of Teacher Learning

Science.gov (United States)

Lefstein, Adam; Snell, Julia

2011-01-01

This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional development. Theoretically, we revisit the origins of "professional vision" in linguistic anthropology and trace the concept's evolution in teacher…

Clinical teaching in restorative dentistry and the variation between students' and supervisors' perceptions of its effectiveness.

LENUS (Irish Health Repository)

Polyzois, I

2010-05-01

To investigate if there was an agreement between the students and supervisors on the quality of clinical teaching in Restorative Dentistry in the Dublin Dental School and Hospital and to identify differences on how effective clinical teaching is perceived between three academic years. In addition it aimed to identify the existence of any similarities between students\\' and supervisors\\' perceptions of specific teaching behaviours that are most and least helpful in learning.

Elementary supervision and the supervisor: Teacher attitudes and inclusive education

Directory of Open Access Journals (Sweden)

Thomas G. Ryan

2012-06-01

Full Text Available Evidence has emerged which suggests that as a supervisor, the importance of knowing oneself, and knowing those that he or she is supervising, is vital to the success of the group. We argue that when conflicting values, attitudes, and beliefs are present amongst the members of the group over an issue (inclusion, or over the behaviours of a member (non-inclusive, the entire group can break down. Therefore, to successfully implement a program, such as inclusion, knowing the attitudes of the staff is vital as a program such as this cannot be successful without positive support.

Longitudinal evaluation of a pilot e-portfolio-based supervision programme for final year medical students: views of students, supervisors and new graduates.

Science.gov (United States)

Vance, Gillian H S; Burford, Bryan; Shapiro, Ethan; Price, Richard

2017-08-22

Little is known about how best to implement portfolio-based learning in medical school. We evaluated the introduction of a formative e-portfolio-based supervision pilot for final year medical students by seeking views of students, supervisors and graduates on use and educational effects. Students and supervisors were surveyed by questionnaire, with free text comments invited. Interviews were held with new graduates in their first Foundation Programme placement. Most students used the e-portfolio (54%) and met with their supervisor (62%) 'once or twice' only. Students had more negative views: 22% agreed that the pilot was beneficial, while most supervisors thought that e-portfolio (72%) and supervision (86%) were a 'good idea'. More students reported supervision meetings benefited learning (49%) and professional development (55%) than the e-portfolio did (16%; 28%). Only 47% of students felt 'prepared' for future educational processes, though graduates noted benefits for navigating and understanding e-portfolio building and supervision. Factors limiting engagement reflected 'burden', while supervision meetings and early experience of postgraduate processes offered educational value. Final year students have negative attitudes to a formative e-portfolio, though benefits for easing the educational transition are recognised by graduates. Measures to minimize time, repetition and redundancy of processes may encourage use. Engagement is influenced by the supervisor relationship and educational value may be best achieved by supporting supervisors to develop strategies to facilitate, and motivate self-directed learning processes in undergraduates.

Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students

NARCIS (Netherlands)

T. Wubbels; Dr. S. Bolhuis; R.C. Zwart; T. Bergen

2009-01-01

In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching

Teachers' Motives for Learning in Networks: Costs, Rewards and Community Interest

Science.gov (United States)

van den Beemt, Antoine; Ketelaar, Evelien; Diepstraten, Isabelle; de Laat, Maarten

2018-01-01

Background: This paper discusses teachers' perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers' learning may be developed through learning networks, not all teachers participate in such networks. Purpose: The theme of reciprocity, central to studies in the area of…

Transfer of Online Professional Learning to Teachers' Classroom Practice

Science.gov (United States)

Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

2009-01-01

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

eTeacher: Providing Personalized Assistance to E-Learning Students

Science.gov (United States)

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

Science.gov (United States)

Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

2015-01-01

Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

Dimensions of social learning in teacher education: an exemplary case study

OpenAIRE

Van den Beemt, Antoine; Vrieling, Emmy

2016-01-01

Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ professional development. Research shows the importance of understanding the role and impact of informal social networks on teacher professional development. This paper describes a rich case study of student teachers, in-service teachers and teacher training educators collaborating in networks. Based on the ‘Dimensions of Social Learning (DSL)-Framework’ that includes 4 dimensions and 11 indicat...

Creating a "Third Space" in Student Teaching: Implications for the University Supervisor's Status as Outsider

Science.gov (United States)

Cuenca, Alexander; Schmeichel, Mardi; Butler, Brandon M.; Dinkelman, Todd; Nichols, Joseph R., Jr.

2011-01-01

The work of teacher education during student teaching typically takes place in two distinct "spaces": placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the…

A Connected Space for Early Experiential Learning in Teacher Education

Directory of Open Access Journals (Sweden)

Yong Yu

2016-11-01

Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

Science.gov (United States)

Wang, Yuping; Chen, Nian-Shing; Levy, Mike

2010-01-01

This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

Science.gov (United States)

Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

Interrogation in Teacher-Student Interaction in Bahasa Indonesia Learning at Elementary School

Directory of Open Access Journals (Sweden)

Akmal Hamsa

2014-08-01

Full Text Available Interrogation in Teacher-Student Interaction in Bahasa Indonesia Learning at Elementary School. This study aimed to describe the form, function, and questioning strategies teachers in teacher-student interrogation in Bahasa Indonesia learning in elementary school. Data sourced from four teacher of elementary school, SDN Tamangapa and SD Inpres Tamangapa. Data were obtained by (1 recording, (2 documentation, (3 field notes, (4 interview. The results showed that: (1 the form of questioning the teacher in the teacher-student interaction in Bahasa Indonesia learning in primary schools generally examined the low-level thinking skills, (2 functions of teacher questions are generally intended to check student understanding, and (3 teachers utilize a variety of strategies in addressing student answers correctly and the apparent hesitation. Some disadvantages are indicated teachers in providing interrogation.

Quality assessment and comparison of grading between examiners and supervisors of Bachelor theses in nursing education.

Science.gov (United States)

Lundgren, Solveig M; Halvarsson, Maud; Robertsson, Barbro

2008-01-01

This study compares supervisors' and examiners' grading of quality of theses at Bachelor level in nursing. An instrument developed to asses the quality of theses was used. Eight aspects of quality were rated. One hundred and fifteen theses were rated by both examiner and supervisor. Significant correlations were found between examiners' and supervisors' ratings of all aspects of quality. Good agreement was found in 89-96% of the ratings on individual aspects of quality. The means of differences between ratings were small but significantly differed from zero in four out of eight aspects. In theses rated low for quality of language and formality, differences between examiners' and supervisors' ratings on all aspects of quality were significantly larger than in theses rated high for quality of language and formality. The general conclusion is that the evaluations made by examiners and by supervisors corresponded well. Differences found indicates that examiners in general give lower scores than supervisors especially on quality aspects that are most closely related to research methods and experiences. This study is part of a larger project that is investigating quality of theses and the student's attitudes and learning experiences of writing theses.

The effectiveness of educational supervisors from the viewpoints of nurse managers and clinical nurses

Directory of Open Access Journals (Sweden)

M Khodayarian

2012-09-01

Full Text Available Introduction: The educational supervisors should attempt to plan and implement nurses’ development programs according to the principles of educational process. The present study was conducted to assess the effectiveness of educational supervisors from the viewpoints of clinical nurses and nurse managers in 2007. Methods : 97 clinical nurses and 33 nurse managers in educational hospitals of Yazd participated in this cross sectional study. The questionnaire including 56 items related to expected professional competencies of educational supervisor was prepared and its validity and reliability was confirmed. Overall Cronbach’s alpha was 0.97 ranging from 0.77 to 0.96 for different dimensions which indicated internal consistency of the questionnaire. Results: The results showed 42.3% of nurses considered the function of their hospital as effective, 52.6% as ineffective, and 5.2% as relatively effective. One hundred percent of metrons considered the function of educational supervisors as effective. All the educational supervisors considered their function effective. The study samples reported that all the listed criteria were important in the effectiveness of educational supervisors’ function. Conclusion: In order to improve the effectiveness of educational supervisors’ function their management and leadership competencies should be developed. Competency-based approach is suggested in preparing educational supervisors for implementing the educational process from the problem solving skills. This will help nurse managers to make their work environments a learning and educational institute.

Pre-Service Teachers Identify Connections between Teaching-Learning and Literacy Strategies

Science.gov (United States)

Liu, Kimy; Robinson, Quintin; Braun-Monegan, Jenelle

2016-01-01

This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the…

Learn every day about numbers 100 best ideas from teachers

CERN Document Server

Charner, Kathy

2009-01-01

Classroom-tested and teacher approved, these activities help children ages three to six learn all about numbers. With one hundred engaging and fun activities, Learn Every Day About Numbers offers everything a teacher needs to build a foundation for future math learning. Children will love becoming a Number Detective, a Flashlight Writer, or a Number Hero as they investigate the wonderful world of numbers. Each activity offers learning objectives to meet standards, a materials list, related children's books, and an assessment component to measure children's learning. Learning about numbers has never been so much fun!.

Other Teachers' Teaching: Understanding the Roles of Peer Group Collaboration in Teacher Reflection and Learning

Science.gov (United States)

Danielowich, Robert M.

2012-01-01

Although most innovative professional development encourages reflective dialogue among teachers, we still know very little about how such dialogue enables teacher learning. This study describes how teachers make sense of the conflicts among their intended goals and actual practices by responding to their peers' teaching. Four teachers in a large…

E-Learning Approach in Teacher Training

OpenAIRE

YUCEL, A. Seda

2015-01-01

There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

Connections between Learning and Teaching: EFL Teachers' Reflective Practice

Science.gov (United States)

Nguyen, Chinh Duc

2017-01-01

This study explores six Vietnamese, English as a Foreign Language (EFL) teachers' reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was…

The Development of Sloyd Teacher Students’ Self-Directed Learning Readiness

Directory of Open Access Journals (Sweden)

Mika Metsärinne

2012-09-01

Full Text Available This research is the first part of a longitudinal study of sloyd teacher students’ self-directed learning of craft & technology studies at the end of bachelor level throughout three decades in Finland. Sloyd education is the main subject in the sloyd teacher study program in University of Turku and Åbo Akademi University in Finland. These sloyd teacher study programs progresses to the master’s level of education and provides readiness to teach the school subject sloyd in comprehensive and high schools. This study is focused mainly of the craft and technology combination in purposes of sloyd education in university of Turku. The studies consists mainly of wood, plastic, metal, information and textile technologies, mechanical engineering, electricity and some basics of automation technologies, research methodologies, pedagogics and product planning. The aim of the present research was to study whether there are any Self-Directed Learning Readiness (SDLR differences between the craft & technology studies of sloyd teacher students in the year 1992 and 2002. The main result was that the 92-group had higher SDLR -points compared to the 02-group. The main conclusion is that craft & technology studies require plenty of time for students’ development of self –directed learning that is adequate for sloyd teacher education.Key words: Sloyd education, Self-direction learning; self-directed learning readiness, Sloyd (craft & technology teacher education

Teacher Planning in a learning outcome perspective

DEFF Research Database (Denmark)

Bremholm, Jesper; Skott, Charlotte Krog

2017-01-01

. In this study, use of participatory observation has permitted us to gain insight into the practices of two teams of teachers in mathematics and Danish, and thus to identify barriers in teachers’ planning that seem to impede a learning outcome approach. However, further analysis shows how these barriers......Like most European countries, Denmark is facing dramatic educational changes towards a focus on learning outcome. This focus enhances the importance of teachers’ planning. However, research studies highlight the plight of teachers facing severe challenges when trying to fulfil the requirements...

WebQuests and Collaborative Learning in Teacher Preparation: A Singapore Study

Science.gov (United States)

Yang, Chien-Hui; Tzuo, Pei-Wen; Komara, Cecile

2011-01-01

This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2)…

Novice supervisors' tasks and training - a descriptive study

DEFF Research Database (Denmark)

Nielsen, Jan; Jacobsen, Claus H.; Mathiesen, Birgit Bork

development, experience, and practice. In this presentation we focus on the tasks and training of the respondents as novice supervisors. The results show, that a majority of novice supervisors were confronted with complicated jobs, e.g., group, internal and interdisciplinary supervision, but were not prepared......There is a lack of data on the influence of the debut as a supervisor on the later career. However, extrapolating data from therapist development, we assume that the first years as novice supervisor are important for the following career as supervisor in particular. The first job as novice......, i.e. trained, prior to these tasks. These findings imply that more training is needed for novice supervisors. Preferably, this training should be introduced before, or at least parallel to, the first supervisor tasks, preparing the novice supervisors for the often complicated tasks they are meeting....

The Role Of Teachers In Editing And Authoring Units Of Learning Using IMS Learning Design

NARCIS (Netherlands)

Griffiths, David; Blat, Josep

2006-01-01

The UNFOLD project, funded by the European Commission, runs a Community of Practice for Teachers and Learning Providers that has examined the way in which teachers can work with the IMS Learning Design Specification. The results of this work are presented. Relevant aspects of the specification are

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

NARCIS (Netherlands)

Oude Groote Beverborg, Arnoud

2015-01-01

This project was aimed at contributing to theory about how teacher learning in the workplace can be facilitated. Therefor we investigated to what extent Vocational Education and Training (VET) teachers develop their engagement in learning activities after the introduction of working in

Do we need teachers as designers of technology enhanced learning?

NARCIS (Netherlands)

Kirschner, Paul A.

2016-01-01

In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.

Ten Strengths of How Teachers Do Cooperative Learning

Science.gov (United States)

Jaocbs, George M.

2016-01-01

Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students…

Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

Science.gov (United States)

Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

2016-01-01

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

Mobilising Community? Place, Identity Formation and New Teachers' Learning

Science.gov (United States)

Somerville, Margaret; Rennie, Jennifer

2012-01-01

This paper analyses data from a longitudinal study which foregrounds the category of "place" to ask: How do new teachers learn to do their work, and how do they learn about the places and communities in which they begin teaching? Surveys and ethnographic interviews were carried out with 35 new teachers over a three-year period in a…

Preservice elementary teachers learning of astronomy

Science.gov (United States)

Fidler, Chuck Gary

The dissertation presents a new approach for the study of preservice elementary teacher astronomy education. The approach suggests that learning astronomical concepts are facilitated by greater sophistication in scale perception and spatial-aptitude. This dissertation is underscored by the national call for elementary science education reform efforts and suggests certain strategies shown more effective for the development of accurate astronomical comprehension. The present research study describes how preservice elementary teachers conceptualize and communicate ideas about Space. Instead of assuming a universal mental conception of cosmic orientations and relationships, the dissertation claims that the perception of Space related dimensions vary among preservice elementary teachers. Furthermore, the dissertation suggests individual perceptions of the scale sizes and orientations of celestial systems have direct influences on mental models used to organize and communicate astronomical information. The development of inaccurate mental models of the scaled dimensions of Space may perpetuate the teacher-student cycle of misconception and naive-theory generation among children in elementary education settings. The ability to conceptualize the vast cosmos is facilitated by the minds ability to think about vast scales and orientations of celestial objects. The Earth-based perspective of astronomy education compels the learner to think about astronomical principles within imaginary frames of reference and across unfamiliar scaled dimensions. Therefore, mental astronomical model building is underscored by the perception of scale and cosmic spatiality. This study suggests these cognitive skill sets are interconnected and facilitate the learning of accurate astronomy principles; as well as play an important role when designing an astronomy education program for preservice elementary teachers. This research study is comprised of three separate standalone articles designed and

A Peer Coaching-Based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

Science.gov (United States)

Ma, Ning; Xin, Shuang; Du, Jia-Yuan

2018-01-01

Personalized learning based on learning analytics has become increasingly important for teachers' development via providing adaptive contents and strategies for teachers by identifying their questions and needs. Currently, most studies on teachers' professional development focus on pre-service teachers, and studies on teachers' personalized…

Understanding Teachers' Professional Learning Goals from Their Current Professional Concerns

Science.gov (United States)

Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

2018-01-01

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional…

Pathways of professional learning for elementary science teachers using computer learning environments

Science.gov (United States)

Williams, Latonya Michelle

This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

Supporting learning skills in visual art classes: The benefits of teacher awareness

Directory of Open Access Journals (Sweden)

Helen Arov

2017-09-01

Full Text Available This study focused on middle school art teachers supporting the development of students learning skills, specifically their awareness of the framework of learning skills. It also looked at the relations between the teaching practices teachers use for supporting learning skills and students' learning motivation in art classes. The study combined qualitative and quantitative research methods. The class observations and interviews were conducted with ten Estonian middle school art teachers. One hundred and forty-eight students from the observed classes filled out the learning motivation questionnaire about their interest and achievement goals in visual arts. The study draws attention to the importance of teachers being aware of and valuing learning skills alongside subject specific knowledge, as it could enhance students autonomous motivation and support adaptive goal setting.

Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers: A Literature Review

Directory of Open Access Journals (Sweden)

Mei Lick Cheok

2015-01-01

Full Text Available This paper develops a theoretical model of the determinants of e-learning satisfaction in teaching and learning among secondary school teachers. It is based on reviews of past studies on satisfaction in using information technology systems. Three potential groups of determinants of satisfaction among secondary school teachers were identified; user-related characteristics, organisational-related characteristics and the e-learning-system characteristics. Usage is established as a mediating variable between the three potential groups of determinants and satisfaction towards e-learning. Future research could provide a more definitive theoretical statement of e-learning satisfaction and develop an additional proposition which could be derived from a more refined theory. The research yields a theoretical framework that outlines the predictive potential of the three groups of key factors in explaining e-learning satisfaction among secondary school teachers. The factors can be considered when developing future continuous professional development courses and intervention programmes when proposing a new innovation in the curriculum.

Competence development of synchronously coached trainee teachers in collaborative learning

NARCIS (Netherlands)

Hooreman, Ralph W.; Kommers, Petrus A.M.; Jochems, Wim M.G.

2007-01-01

The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to hear and understand the students’ utterances and

Teachers' experiences of teaching in a blended learning environment.

Science.gov (United States)

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Supervisors' Perspective on Electronic Logbook System for Postgraduate Medical Residents of CPSP.

Science.gov (United States)

Gondal, Khalid Masood; Iqbal, Uzma; Ahmed, Arslan; Khan, Junaid Sarfraz

2017-09-01

To find out the perspective of the supervisors about the role of electronic logbook (E-Logbook) of College of Physicians and Surgeons, Pakistan (CPSP) in monitoring the training of postgraduate medical residents of CPSP. Descriptive cross-sectional study. College of Physicians and Surgeons Pakistan (CPSP), Karachi, from May to October 2015. An electronic computer-based questionnaire designed in Hypertext Preprocessor (PHP) language was distributed to the registered CPSPsupervisors through the e-log system. The questionnaire comprised of seven close ended questions. The data were entered and analyzed by SPSS version 20. Descriptive statistics were determined. Atotal of 1,825 supervisors responded to the questionnaire. Fifteen hundred and ninety-eight (87.6%) supervisors gave regular feedback for their trainees, 88.2% considered it a better monitoring tool than conventional logbook, 92.5% responded that e-logbook helped in the regular assessment of the trainees, 87.8% believe that quality of training will improve after introduction of e-logbook, 89.2% found e-logbook useful in implementation of outcome-based learning and 88.4% considered e-logbook user-friendly. The main reasons for not providing regular feedback included the supervisors not familiar to e-logbook interface, internet access problems, and busy schedules of supervisors. There was a wide acceptability of the e-log system among the supervisors with positive perception about its usefulness. The common reasons that hinder the provision of regular feedback include not being familiar to e-log interface, internet access problem, busy schedule and some consider using e-logbook a cumbersome task. These reasons can be alleviated to provide a better training monitoring system for the residents.

Developement of supervisor's bullying questionnaire at workplace

Directory of Open Access Journals (Sweden)

Mohsen Golparvar

2018-03-01

Full Text Available Bullying is one of behaviors which occur in various forms at workplaces. These types of behaviors are associated with diverse range of behaviors and other variables. Considering the lack of instrument to assess supervisor's bullying in workplaces of Iran, this research was carried out to constructing and studying reliability and validity of supervisor's bullying questionnaire at workplace. Statistical population of this research was all of Isfahan oil refinery’s staff that 402 participants was chosen as participant by simple random sampling mehod. The tools included perceived organizational justice questionnaire, organizational citizenship behaviors questionnaire and deviant behaviors questionnaire which used for studying convergent and divergent validity of researcher-made questionnaire of supervisor's bullying. Data were analyzed by using confirmatory and exploratory factor analysis, canonical correlation coefficient (for studying convergent and divergent validity and reliability coefficient (Cronbach’s alpha and test- retest reliability. Results showed that supervisor's bullying questionnaire has five factor structures which named: supervisors’ threat, insult and scorn by supervisor, anger and revengefulness of supervisor, ignorance and unconventional work pressure of supervisor, supervisors’ boring and cheap. Cronbach’s alpha for the five factors was equal to 0.87, 0.84, 0.82, 0.81, 0.81, and test-retest reliability for those five factors was equal to 0.81, 0.59, 0.58, 0.83, and 0.77. The results of this study revealed that supervisor's bullying questionnaire has suitable validity and reliability for assessment the level of supervisor's bullying at workplaces.

Novice supervisors' tasks and training

DEFF Research Database (Denmark)

Nielsen, Jan; Jacobsen, Claus Haugaard; Mathiesen, Birgit Bork

2012-01-01

were confronted with complicated jobs, e.g., group, internal and interdisciplinary supervision, but were not prepared, i.e. trained, prior to these tasks. These findings imply that more training is needed for novice supervisors. Preferably, this training should be introduced before, or at least...... Questionnaire covering a wide range of items on professional development, experience, and practice. In this paper we focus on background data (experience, training and practice), specifically the tasks and training of the respondents as novice supervisors. The results show, that a majority of novice supervisors...

Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education

Science.gov (United States)

AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.

2016-01-01

The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…

What makes a good clinical student and teacher? An exploratory study.

Science.gov (United States)

Goldie, John; Dowie, Al; Goldie, Anne; Cotton, Phil; Morrison, Jill

2015-03-10

What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a "framework" technique. Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. Good clinical teachers are effective role models. The importance of teachers' non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher's enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a

Exploring Differences in Industry Supervisors' Ratings of Student Performance on WIL Placements and the Relative Importance of Skills: Does Remuneration Matter?

Science.gov (United States)

Milne, Lisa; Caldicott, Julia

2016-01-01

Assessment in work integrated learning (WIL) programs typically involves workplace supervisors rating student performance against criteria based on employability skills. Yet investigations of differences in employer ratings that may impact on student outcomes are rare. This paper reports on a pilot study that examined supervisor evaluations of the…

Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

Science.gov (United States)

Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

2018-01-01

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

Science.gov (United States)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Experienced teachers' informal learning from classroom teaching

NARCIS (Netherlands)

Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.

2007-01-01

The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,

Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers

Science.gov (United States)

Gracious, F. L. Antony; Shyla, F. L. Jasmine Anne

2012-01-01

The present study Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers was probed to find the relationship between Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made Multiple Intelligence Inventory and Digital Learning Awareness Scale.…

Towards Innovative Virtual Learning in Vocational Teacher Education: Narratives as a Form of Meaningful Learning

Science.gov (United States)

Haverila, Matti; Myllyla, Marjatta; Torp, Hanna

2009-01-01

The purpose of the research was to get insights into the ways learning strategies typically used by adult learners can be taken into consideration when designing web-based courses to facilitate learning in teacher education. Teacher students wrote narratives in discussion forums by completing various types of group projects. The relevant…

Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

Science.gov (United States)

Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann

2017-01-01

Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

Using Wikis and Collaborative Learning for Science Teachers' Professional Development

Science.gov (United States)

Chen, Y-H.; Jang, S-J.; Chen, P-J.

2015-01-01

Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological,…

Some perceptions of participants PIBID/Chemistry/UEL about teaching and teacher education

Directory of Open Access Journals (Sweden)

Fabiele Cristiane Dias Broietti

2015-05-01

Full Text Available This study aims to investigate the perception of individuals involved in the Institutional Program of Teaching Initiation Scholarship (PIBID developed at the Chemistry Teaching Course from the State University of Londrina (UEL, in relation to project development. The subproject PIBID/Chemistry/UEL aims to develop learning activities that include reading, contextualization and experimentation to develop scientific knowledge, as well as discussions about the theoretical referential that underlie the research in Science Teaching. From this perspective was proposed and elaborated a questionnaire to high school students, scholars and supervisors participants. Through the results obtained evidenced a growing interest among high school students in relation to the teaching of chemistry, when they experience different activities. The scholars and supervisors was made possible a space for discussion and reflection about the initial and continuing teachers education.

E-Portfolio improving learning in methematics pre-service teacher

Directory of Open Access Journals (Sweden)

Marcelo Almeida

2012-06-01

Full Text Available This research is focused on dimensions of mathematical thinking among preservice teachers learning through the use of e-Portfolios. The data came from portfolios created and reconstructed by future mathematics teachers. Their process of reviewing and republishing pages through the Internet was constantly saved and reviewed in turn by the researchers. Seven case studies were conducted. Results stress the importance of the use of ICT by pre-service teachers as an interface to become more reflective about their learning and to improve their knowledge. Besides being a tool to recognize different dimensions (technological, conceptual and communicative the e-Portfolios were a powerful resource for creating, publicizing ideas, and learning mathematics in different ways. The article also presents some methodological issues

Core Competencies in Advanced Training: What Supervisors Say about Graduate Training

Science.gov (United States)

Nelson, Thorana S.; Graves, Todd

2011-01-01

In an attempt to identify needed mental health skills, many professional organizations have or are in the process of establishing core competency standards for their professions. The AAMFT identified 128 core competencies for the independent practice of MFT. The aim of this study was to learn the opinions of AAMFT Approved Supervisors as to how…

On-The-Job Training: A Practical Guide for Food Service Supervisors.

Science.gov (United States)

Hospital Research and Educational Trust, Chicago, IL.

The on-the-job training guide was developed to assist food service supervisors in preparing, presenting, and evaluating a Job Instruction Training (JIT) lesson, a method which employs step-by-step learning of job-related tasks. Part 1, preparing for a JIT lesson, discusses the checklist of duties, the job description, the skills inventory, the…

The experiences of supporting learning in pairs of nursing students in clinical practice.

Science.gov (United States)

Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

2017-09-01

The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

Vocational Teacher Perceptions on the use of ICT in Learning Computer Network

Science.gov (United States)

Yannuar; Rohendi, D.; Yanti, H.; Nurhabibah; Mi'raj, Y. Z.

2018-02-01

ICT has been widely used in primary education to vocational schools, but has not been so clearly integrate ICT in the learning process. While the teacher is the key to the effective use of ICT processed. This paper reports a study of surveys that examine the perspective of vocational school teachers. Current research aims to examine a vocational school teacher knowledge about ICT and support for computer use for learning. The sample in this research group consists of 25 teachers of vocational schools. The findings of this research use descriptive method with engineering survey with sampling purposes. Resources in research is journals and book report research results. The results showed teachers have a positive outlook towards the use of ICT in learning. The conclusions resulting from this research is the use of ICT to help teachers be more effective in teaching in the classroom and can improve student learning.

Online learning management systems (LMS and sense of community: A pre-service practicum perspective

Directory of Open Access Journals (Sweden)

Glenn Rideout

2008-05-01

Full Text Available This paper examines the impact of the implementation of an online learning management system (LMS on pre-service teachers during their major pre-service practicum. The LMS enabled students to remain connected to peers, professors, and supervisors while new relationships were formed with in-school personnel such as mentor teachers, principals, and students. The quantitative data analysis revealed that pre-service teachers perceived a higher sense of community when it included pre-service teachers only than when it included teaching faculty and part-time practicum supervisors. The online LMS was identified as the best predictor of a sense of community among pre-service teachers, when compared to other variables, and not a significant predictor when community included part-time practicum supervisors. The paper concludes with an examination of the perspectives of provincial Ministries of Education and Teachers Federations in relation to the role and evaluation of educational technology initiatives. Résumé: Cet article examine l’impact de l’implantation d’une plateforme eLearning (LMS sur de futurs enseignants en stage. La plateforme a permis aux étudiants de rester en contact avec leurs pairs, leur professeurs et leurs superviseurs, alors que de nouvelles relations se formaient avec la collectivité de l’école les accueillant pour leur stage (mentor, directeur d’école et élèves. L’analyse des données quantitatives a révélé que les futurs enseignants percevaient un meilleur esprit communautaire quand seuls les futurs enseignants en faisaient partie par opposition à une communauté composée des futurs enseignants, des professeurs de leur programme et les superviseurs à temps partiel de leur stage. La plateforme LMS a été identifiée comme le meilleur prédicteur de l’esprit communautaire chez les futurs enseignants par comparaison avec d’autres variables, et un prédicteur non significatif quand la communauté incluait

The Effects of Transformational Leadership and the Sense of Calling on Job Burnout among Special Education Teachers

Science.gov (United States)

Gong, Tao; Zimmerli, Laurie; Hoffer, Harry E.

2013-01-01

This article examines the effects of transformational leadership of supervisors and the sense of calling on job burnout among special education teachers. A total of 256 special education teachers completed the Maslach Burnout Inventory and rated their supervisors on the Multifactor Leadership Questionnaire. The results reveal that transformational…

Teacher Self-Regulatory Climate: Conceptualizing an Indicator of Leader Support for Teacher Learning and Development

Science.gov (United States)

Ford, Timothy G.; Ware, Jordan K.

2018-01-01

Few studies that examine organizational conditions conducive to teacher learning utilize social-psychological theory to explain how leader actions specifically support teachers' psychological needs as learners. We apply self-determination theory to the conceptualization of a new construct, Teacher Self-Regulatory Climate (TSRC), defined as a set…

Individual teacher learning in a context of collaboration in teams

NARCIS (Netherlands)

Meirink, Jacobiene Albertina

2007-01-01

In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period of one year. Data was collected on what and how the teachers learned, by means of examining changes in beliefs and by asking

Distance Learning for Teacher Training in Brazil

Directory of Open Access Journals (Sweden)

Alvana Maria Bof

2004-04-01

Full Text Available Proformação is a distance teacher certification course aimed at providing training to 27,000 uncertified teachers in 15 Brazilian states. This innovative program organizes human and technical resources for delivering distance education in a cost-effective manner. Different from other institutional systems – which typically employ their own dedicated content, design, and instructional resource personnel, and accompanied by a large pool of administrative staff – Proformação leverages pre-existing learning resources such as content experts, technology specialists, instruction, and student support systems from several institutions. Proformação goal is to create a viable teacher certification course to upgrade thousands of non-certified teachers working in the field. Proformação is coordinated by an administrative unit of the Brazilian Ministry of Education. To support the program, an information system was implemented to continuously and consistently monitor the program’s activities and results. Results of an external evaluation have been positive; Proformação is regarded by some as an innovative model for delivering decentralized training opportunities to large student numbers. Therefore, the findings in this article may prove interesting to those charged with implementing distance learning initiatives in developing countries, in that the lessons learned in Brazil may help others interested in implementing similar distance training programs.

The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers

Science.gov (United States)

Liu, Shih-Hsiung

2016-01-01

This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile…

Teachers' Engagement in Professional Learning: Exploring Motivational Profiles

NARCIS (Netherlands)

Jansen in de Wal, Joost; Den Brok, Perry; Hooijer, Janneke; Martens, Rob; Van den Beemt, Antoine

2017-01-01

This study investigated to what extent secondary school teachers are motivated to work on their professional learning. To this end, profiles ofmotivational dimensions fromself-determination theorywere explored in a sample of 2360 teachers by means of latent profile analysis. The motivational

The Learning Assistant Model for Science Teacher Recruitment and Preparation

Science.gov (United States)

Otero, Valerie

2006-04-01

There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

Building an Online Community: Student Teachers' Perceptions on the Advantages of Using Social Networking Services in a Teacher Education Program

Science.gov (United States)

Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz

2018-01-01

This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the…

Teachers' Attitudes toward Mobile Learning in Korea

Science.gov (United States)

Baek, Youngkyun; Zhang, Hui; Yun, Seongchul

2017-01-01

Mobile devices have become ubiquitous, and their uses are various. In schools, many discussions about mobile devices are ongoing as more and more teachers are adopting the technology for use in their classrooms. Teachers' attitudes toward mobile learning takes an important role in initiating its usage in schools. This study aims to investigate the…

Face-to-face: Changing future teachers through direct service learning

Directory of Open Access Journals (Sweden)

Ron Caro

2012-04-01

Full Text Available This qualitative research study analyzed the changes in social dispositions of pre-service teachers. These pre-service teachers tutored homeless children in an urban homeless shelter as part of a direct service learning project. Utilizing surveys at the beginning of the study and at the end, and reflective journals of participants, data was analyzed according to changes in the following dispositions: understanding students with social needs, anticipated changes in future teaching dispositions, and anticipated changes in pedagogical approaches. Findings support the need for imbedding direct service learning into teacher preparation programs. KEYWORDSteacher preparation, social dispositions, service-learning, community-based research, civic engagement, community engagement, community partnerships

Blended learning experience in teacher education: the trainees´ perspective

Directory of Open Access Journals (Sweden)

Monika Černá

2009-03-01

Full Text Available The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at the University of Pardubice, Czech Republic.

Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

Science.gov (United States)

Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

2014-01-01

A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

Associations of Work Stress, Supervisor Unfairness, and Supervisor Inability to Speak Spanish with Occupational Injury among Latino Farmworkers.

Science.gov (United States)

Clouser, Jessica Miller; Bush, Ashley; Gan, Wenqi; Swanberg, Jennifer

2017-06-22

Little is known about how psychosocial work factors such as work stress, supervisor fairness, and language barriers affect risk of occupational injury among Latino farmworkers. This study attempts to address these questions. Surveys were administered via interviews to 225 Latino thoroughbred farmworkers. Multivariable logistic regression analyses were performed to calculate odds ratios (OR) and 95% confidence intervals (CI) of occupational injury in the past year in relation to occupational characteristics. Work stress (OR 6.70, 95% CI 1.84-24.31), supervisor unfairness (OR 3.34, 95% CI 1.14-9.73), longer tenure at farm (OR 2.67, 95% CI 1.13-6.34), and supervisor inability to speak Spanish (OR 2.29, 95% CI 1.05-5.00) were significantly associated with increased odds of occupational injury. Due to the associations between work stress, supervisor unfairness, supervisor inability to speak Spanish and injury, supervisor training to improve Spanish language ability and equitable management practices is merited. Future research is needed to understand the antecedents of work stress for Latino farmworkers.

Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

Directory of Open Access Journals (Sweden)

G.M. Steyn

2008-07-01

Full Text Available To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT, as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD programmes and CPDT.

Evaluation of project based learning sufficiency of teacher candidates

Directory of Open Access Journals (Sweden)

Vasfi Tugun

2012-01-01

Full Text Available The aim of that research, it is the project based learning process suffuciency of teacher candidates who developedmultimedia by working in online and blended groups. Importance of research Being able to guide to studies that is going tobe done about assessment of multimedia projection for project based educational application to teachers and teachercandidates and It has been thought as an advisor source about being arranged new educational environment for the futureto teacher and teacher candidates for project based educational application and multimedia projection. Research is anexperimental study and has been shaped according to pre-test and last-test research model with the two groups. This groupsare online group and blended group. Discussion of research In the result of the study, in the process of project basedlearning, it is determined that the success level in multimedia development of teacher candidates who work in blendedlearning model is higher than the success level of teacher candidates who work in online learning model.

Informal Learning and Meta-Pedagogy in Initial Teacher Education in England

Science.gov (United States)

Finney, John; Philpott, Chris

2010-01-01

How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to…

Leadership in the clinical workplace: what residents report to observe and supervisors report to display: an exploratory questionnaire study.

Science.gov (United States)

van der Wal, Martha A; Scheele, Fedde; Schönrock-Adema, Johanna; Jaarsma, A Debbie C; Cohen-Schotanus, Janke

2015-11-02

Within the current health care system, leadership is considered important for physicians. leadership is mostly self-taught, through observing and practicing. Does the practice environment offer residents enough opportunities to observe the supervisor leadership behaviours they have to learn? In the current study we investigate which leadership behaviours residents observe throughout their training, which behaviours supervisors report to display and whether residents and supervisors have a need for more formal training. We performed two questionnaire studies. Study 1: Residents (n = 117) answered questions about the extent to which they observed four basic and observable Situational Leadership behaviours in their supervisors. Study 2: Supervisors (n = 201) answered questions about the extent to which they perceived to display these Situational Leadership behaviours in medical practice. We asked both groups of participants whether they experienced a need for formal leadership training. One-third of the residents did not observe the four basic Situational Leadership behaviours. The same pattern was found among starting, intermediate and experienced residents. Moreover, not all supervisors showed these 4 leadership behaviours. Both supervisors and residents expressed a need for formal leadership training. Both findings together suggest that current practice does not offer residents enough opportunities to acquire these leadership behaviours by solely observing their supervisors. Moreover, residents and supervisors both express a need for more formal leadership training. More explicit attention should be paid to leadership development, for example by providing formal leadership training for supervisors and residents.

Pre-Service Teachers' Intention to Adopt Mobile Learning: A Motivational Model

Science.gov (United States)

Baydas, Ozlem; Yilmaz, Rabia M.

2018-01-01

This study proposes a model for determining preservice teachers' intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of explaining 87% of the variance in preservice teachers' intention to adopt mobile learning was…

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

Science.gov (United States)

Sheffield, Rachel; Blackley, Susan; Moro, Paul

2018-01-01

Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

Teacher design knowledge for technology enhanced learning: a framework for investigating assets and needs

NARCIS (Netherlands)

McKenney, Susan; Kali, Y.; Mauiskaite, L.; Voogt, Joke

2014-01-01

Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Directory of Open Access Journals (Sweden)

Mehmet Firat

2017-01-01

Full Text Available Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher candidates participated in this survey. The findings show that the candidate teachers in on-campus and distance-learning programs have an average level of Internet usage adequacy and that the younger candidate teachers and those in higher classes use the Internet more frequently. Pre-service foreign language teachers have been found to have a moderate level of Internet usage frequency, adequacy and technology ownership in comparison with the other preservice teacher groups.

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

Science.gov (United States)

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

Frank McCourt’s Teacher Man: A Novel Approach to Teacher Learning and Professional Development

Directory of Open Access Journals (Sweden)

Renate Schulz

2009-07-01

Full Text Available The purpose of this research was to investigate how stories can be a learning tool to help teachers make sense of and learn from their own stories of teaching. The participants in this study were teachers enrolled in a graduate level course.  Frank McCourt’s novel, Teacher Man acted as a stimulus, springboard and guide for class discussions and for teachers writing their own story of teaching. My mode of inquiry included collecting the teachers’ written responses to class readings, noting their oral responses during class discussions, asking them to complete a short questionnaire, and following up with a taped focus group three months after the completion of the course. By reading, hearing and discussing the stories of others, teachers came to recognize the power of stories.  Writing their own stories helped them to understand their own practice better.

Collaborative teacher learning across foci of collaboration : perceived activities and outcomes

NARCIS (Netherlands)

Doppenberg, J.J.; Brok, den P.J.; Bakx, A.W.E.A.

2012-01-01

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with

Management Strategies for Promoting Teacher Collective Learning

Science.gov (United States)

Cheng, Eric C. K.

2011-01-01

This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were…

Experienced Teachers' Informal Learning from Classroom Teaching

Science.gov (United States)

Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

2007-01-01

The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

Improving Distance Courses: Understanding Teacher Trainees and their Learning Styles for the design of Teacher Training Courses and Materials at a Distance

Directory of Open Access Journals (Sweden)

Hisham DZAKIRIA

2004-01-01

Full Text Available Literature on distance education and teacher education seems to show that what we do not know about Distance Teacher Trainees (DTT and their learning process involved exceeds what we know about it. As more DTT enroll in distance education programmes globally, distance education providers and institutions will witness trainees coming with different backgrounds and experiences begin to take advantage of this learning opportunities. One important variable in the effectiveness of distance learning is the preference of the distance learner for a particular learning mode. A key to maintaining distance learners participation in learning lies in understanding the Learning Styles Preferences (LSP and the processes involved.This is also true for teacher training. There is much greater variation in the range of LSP and how to address them when preparing distance training materials and courses. The primary purpose of this paper is to propose ways in which individual learning differences should be accommodated when designing instructional learning materials in print for DTTs. Kolb’s (1984 model on learning cycle and styles are discussed to provide instructional design guidelines which accommodate each stage of the learning cycles and individual differences between DTT in processing and presenting information and knowledge. In addition, issues on teacher education, distance learning, individual differences, and ways in which the ‘differences’ can be accommodated when designing learning materials for DTT are also discussed. This paper resonates the idea and belief that if attempts are made to match learning styles of DTTs and andragogy with content to be learned, distance teacher educators (DTEs and instructors can develop better instructional materials with greater prospects of success. Getting to know and understand the teacher trainees and their learning process involved must first be addressed to facilitate the diverse needs of the Malaysian teacher

Nurse teacher candidates learned to use social media during the international teacher training course.

Science.gov (United States)

Salminen, Leena; Gustafsson, Marja-Liisa; Vilén, Liisa; Fuster, Pilar; Istomina, Natalja; Papastavrou, Evridiki

2016-01-01

The purpose of this study was to describe the nurse teacher candidates' learning outcomes and experiences in social media during the international nurse teacher training course, Empowering learning environments in nursing education, Intensive Program (EleneIP). The pre-post research design was used. The data was collected before and after the course, with the questionnaire consisting of structured and open questions. Altogether, 24 nurse teacher candidates from four different European countries participated in the course and this study. The results showed that the knowledge of using social media applications increased during the course from 5.2 (range 1-9) to 8.1 (range 4-10), and their skills increased from 4.5 (range 1-8) to 7.6 (range 4-10).The main topics learnt during the course were divided in two categories: subjects of the course and teaching and learning methods. The students' experiences concerning the EleneIP course were positive in both categories. The international group created during EleneIP course also allowed the students to achieve another important aim, learning from a collaborative group the importance and possibilities of different learning environments, considering the cultural and social characteristics of each country participating in it. Copyright © 2015 Elsevier Ltd. All rights reserved.

Supervisors' perspective on medical thesis projects and dropout rates: survey among thesis supervisors at a large German university hospital.

Science.gov (United States)

Can, Elif; Richter, Felicitas; Valchanova, Ralitsa; Dewey, Marc

2016-10-14

To identify underlying causes for failure of medical thesis projects and the constantly high drop-out rate in Germany from the supervisors' perspective and to compare the results with the students' perspective. Cross-sectional survey. Online questionnaire for survey of medical thesis supervisors among the staff of Charité-Universitätsmedizin Berlin, Germany. Published, earlier longitudinal survey among students for comparison. 1069 thesis supervisors participated. Data are presented using descriptive statistics, and the χ 2 test served to compare the results among supervisors with the earlier data from the longitudinal survey of doctoral students. Not applicable. This survey is an observational study. Of 3653 potential participants, 1069 (29.3%) supervising 3744 doctoral candidates participated in the study. Supervisors considered themselves to be highly motivated and to offer adequate supervision. On the other hand, 87% stated that they did not feel well prepared for thesis supervision. Supervisors gave lack of timeliness of doctoral students and personal differences (p=0.024 and p=0.001) as the main reasons for terminating thesis projects. Doctoral students predominantly mentioned methodological problems and difficult subjects as critical issues (p=0.001 and pthesis supervisors and medical students feel ill prepared for their roles in the process of a medical dissertation. Contradictory reasons for terminating medical thesis projects based on supervisors' and students' self-assessment suggest a lack of communication and true scientific collaboration between supervisors and doctoral students as the major underlying issue that requires resolution. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Teachers' engagement in professional learning : exploring motivational profiles

NARCIS (Netherlands)

Jansen in de Wal, J.; Brok, den P.J.; Hooijer, J.G.; Martens, R.L.; Beemt, van den A.A.J.

2014-01-01

This study investigated to what extent secondary school teachers are motivated to work on their professional learning. To this end, profiles of motivational dimensions from self-determination theory were explored in a sample of 2360 teachers by means of latent profile analysis. The motivational

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

Charting Teachers' Perspective on Utilizing Distance Learning in Higher Education

OpenAIRE

Ålander, Heidi; Karukka, Minna

2016-01-01

E-learning activities are likely to grow significantly and the area has potential to generate more possibilities for both teachers and students especially in higher education. It creates alternative ways to partake, tutor and utilize new learning environment. In this paper we present our on-going work on exploring current usage and attitudes towards using eLearning technologies in teaching. The aim was to investigate advantages, challenges and needs for support among teachers in higher educat...

TEACHER ROLE IN FORMATION POLITENESS OF STUDENT LEARNING PROCESS

Directory of Open Access Journals (Sweden)

Wahyuni Oktavia

2016-09-01

Full Text Available Language as a communication tool has an important role in human interaction. Language can be used to convey ideas, ideas, feelings, desires, and so forth to others. To be able to communicate well certainly should be able to adjust the language used. One of the main functions of communication is to maintain the continuity of the relationship between the narrator and hearer. Language is an important pillar in the formation of character, in addition to religious education and moral education. In education, teachers must have pedagogical, professional, personal, and social. Teachers who have a good competence speech acts certainly have a good and well mannered to students. In the learning process, teachers and students communicate in give and receive course materials. The learning process is certainly not only provides knowledge alone, but give the values of character to students. In this case, the teacher must have a principle that must be controlled properly, correctly and precisely. Thus, teachers are expected to master the communication and understanding the principles of politeness in speaking well and correctly. The goal is a description of a form of politeness in the learning process. This research is a descriptive study which seeks to describe a form of politeness in the learning process. Data collection method used is the method refer to the data collection techniques are 1 recording technique using a tape recorder, and 2 technical note on the data card. Furthermore, methods of data analysis using pragmatic frontier.

The role of teaching practice in teacher education programmes ...

African Journals Online (AJOL)

The teaching practice exercise is the culminating point where the relationship among the three major players: university supervisor, host teacher, and aspiring teacher interface to determine the quality of experience the aspiring teaching will take away. It becomes the bedrock on which the aspiring teacher once certified and ...

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

Science.gov (United States)

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Do-It-Yourselfers or Engineers? Bricolage as a Metaphor for Teacher Work and Learning.

Science.gov (United States)

Scribner, Jay Paredes

This study explores the nature of teacher learning within the broader context of increasing state-level accountability, applying Levi-Strauss' bricolage metaphor to teachers' workplace learning. Based on the assumption that "problems of practice" serve as catalysts for learning, it addresses how teachers define and solve problems in…

University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

Science.gov (United States)

Lai, Chun; Yeung, Yuk; Hu, Jingjing

2016-01-01

Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives.

Science.gov (United States)

Garth, Belinda; Kirby, Catherine; Silberberg, Peter; Brown, James

2016-08-19

Learning plans are a compulsory component of the training and assessment requirements of general practice (GP) registrars in Australia. There is a small but growing number of studies reporting that learning plans are not well accepted or utilised in general practice training. There is a lack of research examining this apparent contradiction. The aim of this study was to examine use and perceived utility of formal learning plans in GP vocational training. This mixed-method Australian national research project utilised online learning plan usage data from 208 GP registrars and semi-structured focus groups and telephone interviews with 35 GP registrars, 12 recently fellowed GPs, 16 supervisors and 17 medical educators across three Regional Training Providers (RTPs). Qualitative data were analysed thematically using template analysis. Learning plans were used mostly as a log of activities rather than as a planning tool. Most learning needs were entered and ticked off as complete on the same day. Learning plans were perceived as having little value for registrars in their journey to becoming a competent GP, and as a bureaucratic hurdle serving as a distraction rather than an aid to learning. The process of learning planning was valued more so than the documentation of learning planning. This study provides creditable evidence that mandated learning plans are broadly considered by users to be a bureaucratic impediment with little value as a learning tool. It is more important to support registrars in planning their learning than to enforce documentation of this process in a learning plan. If learning planning is to be an assessed competence, methods of assessment other than the submission of a formal learning plan should be explored.

The Impact of Leadership Support for Blended Learning on Teachers and Students

Science.gov (United States)

Bodden-White, Michelle Marie

2015-01-01

This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

The Jefferson Lab Trigger Supervisor System

International Nuclear Information System (INIS)

Ed Jastrzembsi; David Abbott; Graham Heyes; R.W. MacLeod; Carl Timmer; Elliott Wolin

2000-01-01

We discuss the design and performance of a Trigger Supervisor System for use in nuclear physics experiments at Jefferson Lab. We also discuss the enhanced features of a new Trigger Supervisor Module now under construction

A professional learning community model: a case study of primary teachers community in west Bandung

Science.gov (United States)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Measuring the learning effectiveness of Web-based teacher professional development in the hypothesis based learning method of teaching science

Science.gov (United States)

Wilson, Penne L.

2007-12-01

This study was conducted as part of the five year evaluation of the Star Schools grant awarded to Oklahoma State University for the development on online teacher professional development in the Hypothesis Based Learning (HbL) method of science instruction. Participants in this research were five teachers who had completed the online workshop, submitted a lesson plan, and who allowed this researcher and other members of the University of New Mexico Evaluation Team into their classrooms to observe and to determine if the learning of the method from the online HbL workshop had translated into practice. These teachers worked in inner city, suburban, metropolitan, and rural communities in the U.S. Southwest. This study was conducted to determine if teachers learned the HbL method from the online HbL workshop, to examine the relationship of satisfaction to learning, and to determine the elements of the online workshop that led to teacher learning. To measure learning of HbL, three different assessment instruments were used: embedded assessments within the online HbL workshop that gave teachers a scenario and asked them to generate questions to facilitate the HbL process; the analysis of a lesson plan provided by teachers using a science concept that they wished to incorporate in their curriculum using an HbL lesson template provided at the HbL website; and, observations of teachers facilitating the HbL process conducted at three different times during the year that they began the HbL online workshop. To determine if teachers were satisfied with the learning environment, the online HbL workshop, and the product, HbL Method for Teaching Science, and to determine if teachers could identify the elements of the online workshop that led to learning, interviews with the participants were conducted. The research findings were presented in two parts: Part I is an analysis of data provided by the assessment instruments and a content analysis of the transcripts of the teacher

The Jefferson Lab Trigger Supervisor System

International Nuclear Information System (INIS)

Jastrzembski, E.; Abbott, D.J.; Heyes, W.G.; MacLeod, R.W.; Timmer, C.; Wolin, E.

1999-01-01

The authors discuss the design and performance of a Trigger Supervisor System for use in nuclear physics experiments at Jefferson Lab. They also discuss the enhanced features of a new Trigger Supervisor Module now under construction

Defeating abusive supervision: Training supervisors to support subordinates.

Science.gov (United States)

Gonzalez-Morales, M Gloria; Kernan, Mary C; Becker, Thomas E; Eisenberger, Robert

2018-04-01

Although much is known about the antecedents and consequences of abusive supervision, scant attention has been paid to investigating procedures to reduce its frequency. We conducted a quasiexperiment to examine the effects of supervisor support training on subordinate perceptions of abusive supervision and supervisor support. Supervisors (n = 23) in 4 restaurants were trained in 4 supportive supervision strategies (benevolence, sincerity, fairness, and experiential processing) during 4 2-hr sessions over a period of 2 months. We compared perceived supervisor support and abusive supervision before and 9 months after training for 208 employees whose supervisors received support training and 241 employees in 4 similar control restaurants. Compared to employees in the control restaurants, employees whose supervisors received the support training reported higher levels of perceived supervisor support and less abusive supervision. These findings suggest that a relatively brief training program can help managers become more supportive and less abusive. Theoretical and practical implications for effectively managing abusive supervision are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

Science.gov (United States)

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia

NARCIS (Netherlands)

Zulkardi, Z.; Nieveen, N.M.

2001-01-01

This paper reports on the second phase of a four-year study which aims to develop a learning environment that supports prospective mathematics teachers learning realistic mathematics education (RME) in teacher education in Indonesia. The results suggest that by giving student teachers experiences in

Teacher Candidates in Context: Investigating Inquiry Learning, Self-Efficacy and Stress within Teacher Education

OpenAIRE

Coppersmith, Sarah A.

2017-01-01

Global changes since the 2008 economic collapse continue to impact teacher candidates worldwide who are facing unparalleled challenges as they prepare for service in educational systems experiencing reform. Research exists on college student stress, yet absent is data showing teacher candidates in relation to stress and self-efficacy as they engage in socio-constructivist inquiry learning. Teacher candidates hold employment while taking classes and serving in schools, yet research shows that ...

Newly qualified teachers' visions of science learning and teaching

Science.gov (United States)

Roberts, Deborah L.

2011-12-01

This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

Teaching Astronomy through e-learning in Poland: Astronomical Education in teacher training conducted by the Regional Teacher Training Center in Skierniewice

Science.gov (United States)

Dabrowska, A. E.

2014-12-01

Regional Teacher Training Centre (RTTC) in Skierniewice is one of 49 public, accredited institutions in Poland carrying out it statutory goals at the regional level. It has been operating since 1989 and is responsible for organizing of support of schools, institutions, networks of teachers for cooperation and self-education, organizing various forms of in-service training and disseminating examples of good practice. It also has rich experience in teaching by using modern Interactive Computer Technology (ICT) tools and e-learning platform. I present examples about teaching of Astronomical issues through teacher training both as hands on workshops as well as through e-learning. E-learning is playing an important role in organizing educational activities not only in the field of modern didactic but also in learning Science subjects. Teachers find e-learning as a very economical, easy and convenient way of learning and developing their knowledge and skills. Moreover, they are no longer afraid of using new ICT tools and programs which help them to cooperate with students effectively. Since 2011 RTTC in Skierniewice has been an organizer of many on-line in-service programs for teachers, in learning Science. Some of them are organized as blended-learning programs which allow teachers to participate first in hands on activities then continue learning on the Moodle platform. These courses include two 15 and 30-hours of Astronomical topics. Teachers have the opportunity to gain knowledge and receive materials not only about the Universe and the Solar System but also can learn to use tools like Stellarium, Celestia, WorldWide Telescope, Your Sky and other tools. E-learning modules consist of both publishing learning materials in various forms, eg. PowerPoint Presentations, Word & PDF materials, web sites, publications, working sheets as well as practical duties like participation in chats, forums, tasks, Wiki, group workshop. Teachers use these materials for extending their

Blended Learning in Vocational Education: Teachers' Conceptions of Blended Learning and Their Approaches to Teaching and Design

Science.gov (United States)

Bliuc, Ana-Maria; Casey, Grant; Bachfischer, Agnieszka; Goodyear, Peter; Ellis, Robert A.

2012-01-01

This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended…

EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

Science.gov (United States)

Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

2016-01-01

This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

On the Outs: Learning Styles, Resistance to Change, and Teacher Retention

Science.gov (United States)

Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa

2009-01-01

This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs…

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

Science.gov (United States)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

Science.gov (United States)

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Facilitation of social learning in teacher education: the ‘Dimensions of Social Learning Framework’

NARCIS (Netherlands)

de Laat, M.M.; Vrieling, E.; van den Beemt, A.A.J.; McDonald, J.; Cater-Steel, A.

2017-01-01

To understand the organization of social learning by groups in practice, this chapter elaborates on the use of a framework of dimensions and indicators to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL)

Definition of a Learning Object from Perspectives of In-Service Teachers (Case of Duzce Province

Directory of Open Access Journals (Sweden)

Kürşat ARSLAN

2016-08-01

Full Text Available Learning objects, as a relatively new technological concept, have drawn much attention from educators because these dijital resources are easily accessible, relatively easy to use due to their limited size and focus, interactive, and adaptable to many different educational contexts. Despite the fact that learning objects have the great potential to improve teaching and learning experiences by providing teachers reusable learning materials and reducing costs, the lack of a “working and clear” definition of these materials has restricted their effective and efficient use. This study aimed to explore elementary school teacher perceptions of their use of learning objects from a qualitative research paradigm in order to reveal the extent to which teachers understand concept of learning object and its instruction approach. The method of the study was based on descriptive phenomenology. Data were collected using multiple methods, including the semi-structured interview, field observation reports, and photos from nine in-service elementary school teachers from different departments in Duzce, Turkey. Methods of data analysis were based on Giorgi’s method of descriptive phenomenology including four stages of content analysis: data coding, developing themes, organizing code and themes, describing findings. Overall findings of the study indicate that teachers use learning objects in their lesson activities without explicit recognition; however they generally fail to understand the exact meaning of a learning object approach and its applications in the classroom. Participants understood different properties of learning objects. Almost all participants perceive objectivity as the most important characteristic of the learning object.  In addition, a majority of the teachers recognized the value of a learning object’s reusability. In-service teachers’ vague perceptions of the definition and usage of learning objects indicated that they used these

Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

Science.gov (United States)

Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

2009-06-01

In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

Characteristics of Israeli School Teachers in Computer-based Learning Environments

Directory of Open Access Journals (Sweden)

Noga Magen-Nagar

2013-01-01

Full Text Available The purpose of this research is to investigate whether there are differences in the level of computer literacy, the amount of implementation of ICT in teaching and learning-assessment processes and the attitudes of teachers from computerized schools in comparison to teachers in non-computerized schools. In addition, the research investigates the characteristics of Israeli school teachers in a 21st century computer-based learning environment. A quantitative research methodology was used. The research sample included 811 elementary school teachers from the Jewish sector of whom 402 teachers were from the computerized school sample and 409 were teachers from the non-computerized school sample. The research findings show that teachers from the computerized school sample are more familiar with ICT, tend to use ICT more and have a more positive attitude towards ICT than teachers in the non-computerized school sample. The main conclusion which can be drawn from this research is that positive attitudes of teachers towards ICT are not sufficient for the integration of technology to occur. Future emphasis on new teaching skills of collective Technological Pedagogical Content Knowledge is necessary to promote the implementation of optimal pedagogy in innovative environments.

Learning More than Expected: The Influence of Teachers' Attitudes on Children's Learning Outcomes

Science.gov (United States)

Youn, Minjong

2016-01-01

This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…

PhD supervisor-student relationship

Directory of Open Access Journals (Sweden)

FILIPE PRAZERES

2017-10-01

Full Text Available The relationship between the PhD supervisor and the PhD student is a complex one. When this relationship is neither effective nor efficient, it may yield negative consequences, such as academic failure (1. The intricacy of the supervisor-student relationship may be in part comparable to the one between the physician and his/her patient [see, for example (2]. Both interactions develop over several years and the players involved in each relationship – PhD supervisor-student on the one side and physician-patient on the other side – may at some point of the journey develop different expectations of one another [see, for example (3, 4] and experience emotional distress (5. In both relationships, the perceived satisfaction with the interaction will contribute to the success or failure of the treatment in one case, and in the other, the writing of a thesis. To improve the mentioned satisfaction, not only there is a need to invest time (6, as does the physician to his/ her patients, but also both the supervisor and the PhD student must be willing to negotiate a research path to follow that would be practical and achievable. The communication between the physician and patient is of paramount importance for the provision of health care (7, and so is the communication between the supervisor and PhD student which encourages the progression of both the research and the doctoral study (8. As to a smooth transition to the postgraduate life, supervisors should start thinking about providing the same kind of positive reinforcement that every student is used to experience in the undergraduate course. The recognition for a job well done will mean a lot for a PhD student, as it does for a patient. One good example is the increase in medication compliance by patients with high blood pressure who receive positive reinforcement from their physicians (9. Supervisors can organize regular meetings for (and with PhD students in order to not only discuss their projects

An instrument measuring prospective mathematics teacher self-regulated learning: validity and reliability

Science.gov (United States)

Nugroho, A. A.; Juniati, D.; Siswono, T. Y. E.

2018-03-01

Self Regulated Learning (SRL) is an individual's ability to achieve academic goals by controlling behavior, motivate yourself and use cognitive in learning, so it is important for a teacher especially teachers of mathematics related to the ability of management, design, implementation of learning and evaluation of learning outcomes. The purpose of the research is to develop an instrument to describe the SRL of a prospective mathematics teacher. Data were collected by (1) the study of the theory of SRL produced the indicator SRL used to design the questionnaire SRL; (2) analysis of the questionnaire SRL obtained from several References; and (3) development stage of the SRL questionnaire through validity test of content and empirical validation. The study involved 2 content experts in mathematics, 1 linguist, and 92 prospective mathematics teachers. The results of the research on content validity test based on Indonesian expert and 2 content experts indicate that the content can assess the indicator of the SRL and feasible to be used, in the test of legibility of two prospective mathematics teacher concluded that the instrument has a language that can be understood by the prospective teacher of mathematics and on empirical validation involving 92 prospective mathematics teacher generate data that of 65 statements there are 3 invalid statements. Reliability calculation shows high category that values 0,93. The conclusion is the SRL instrument developed for the prospective mathematics teacher.

Teachers' perceptions about children's movement and learning in early childhood education programmes.

Science.gov (United States)

Gehris, J S; Gooze, R A; Whitaker, R C

2015-01-01

Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the

How Can Teachers' Entrepreneurial Competences Be Developed? A Collaborative Learning Perspective

Science.gov (United States)

Peltonen, Katariina

2015-01-01

Purpose: The purpose of this paper is to explore the role of collaborative learning in the development of teachers' entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach: The research is based on an interpretative and collaborative learning approach to teachers'…

Information Activities and Appropriation in Teacher Trainees' Digital, Group-Based Learning

Science.gov (United States)

Hanell, Fredrik

2016-01-01

Introduction: This paper reports results from an ethnographic study of teacher trainees' information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment. Method: The participants in the present study are 249 pre-school teacher trainees in…

Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

Science.gov (United States)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2012-01-01

This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…

Turkish Pre-Service Physics Teachers' Preferred Learning Styles

Science.gov (United States)

Kandil Ingec, Sebnem

2015-01-01

This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…

Learning Communities in Teacher Education: The impact of e-competence

Science.gov (United States)

Elster, Doris

2010-11-01

The present article reports on the results of a three-year German-wide program Biology in Context (bik). In this program teachers and researchers worked together in 10 learning communities with the goal of enhancing the quality of teaching and learning in biology classrooms as mandated by the recently passed National Educational Standards for the lower secondary level. In addition to face-to-face meetings, computers were used as the tools for communication and collaboration. Computers enabled the mutual sharing of information among the participants, as well as the planning and documenting of tasks and teaching units. Furthermore, they promoted the reflection of the process and the refinement of the products. Data were collected from questionnaires and structured interviews with teachers, researchers, and coordinators. The analysis identified teacher profiles with regard to their attitudes towards implementing the bik concept, their use of computers, and the change of classroom activities. The results exposed several main tendencies. (1) The participant teachers largely utilized Information and Communication Technology (ICT) tools for the construction of tasks and units and for collaboration with each other. (2) These tools were, however, less useful for instructional purposes, learning, and knowledge creation. (3) ICT tools were hardly used for reflection of professional experiences. (4) Teacher use of ICT tools increased from the first to the third year. The study concludes that information literacy skills have a strong impact on the persistence of learning communities. Further research should be conducted to adopt a mixed form (blended form) of learning.

Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

Science.gov (United States)

Finn, Amber N.; Ledbetter, Andrew M.

2014-01-01

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

Peranan Kepalasekolah Sebagai Supervisor Dalam Kematangan Profesional Guru

OpenAIRE

Yuliana, Lia

2007-01-01

Teecher is an important component because teacher determines the quality of education so that education and the teacher guidance in all level of education both inside and outside need to be increased and held completely to create a high quality teacher. Besides that, that professional maturity of teacher need to increased continuously. The propessional maturity of teacher is the ability of teacher who has a high responsibility in her/his job. By educational activity, teaching and learning pro...

Mathematics teachers' beliefs about scientific approach (SA) and implementation in mathematics learning

Science.gov (United States)

Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri

2017-08-01

SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Science.gov (United States)

Park, Minjeong; So, Kyunghee

2014-01-01

This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity…

Creating Leaders through the Teacher Learning and Leadership Program

Science.gov (United States)

Pearce, Kyle

2015-01-01

Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…

Teachers' Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis

Science.gov (United States)

Christ, Tanya; Arya, Poonam; Chiu, Ming Ming

2014-01-01

Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers' learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in…

Teacher Design Knowledge for Technology Enhanced Learning

NARCIS (Netherlands)

McKenney, Susan

2014-01-01

This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

Learning to Teach a Blended Course in a Teacher Preparation Program

Science.gov (United States)

Kang, Jung Jin

2014-01-01

Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

Latino Literature Mediating Teacher Learning

Science.gov (United States)

Martinez-Roldan, Carmen M.; Heineke, Amy J.

2011-01-01

This interpretive study draws on data from a larger inquiry into teacher learning in a graduate-level course on Latino literature at a large southwestern university. The article focuses on a small diverse group of educators taking part in a literature discussion of the novel "Before We Were Free" by J. Alvarez (2002). Using a…

The transformation of Teacher Work through digital learning platforms

DEFF Research Database (Denmark)

Christiansen, René Boyer; Andreasen, Lars Birch

four transformation tendencies in the educational system regarding teacher work and discuss these in relation to a recent research project which aims at looking at the organizational and didactical implications for teachers working with digital platforms in the Danish primary school.......This paper examines a new mandatory initiative in the Danish primary school regarding digital learning platforms for students, teachers and parents and regards this as a part of a global process that leads to a transformation of teacher work and thus everyday life for teachers in schools. We list...

Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

Science.gov (United States)

Iori, Maura

2018-01-01

While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction…

Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion

Science.gov (United States)

Steenekamp, Karen; van der Merwe, Martyn; Mehmedova, Aygul Salieva

2018-01-01

This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers'…

Effectiveness of Learning Strategies Taught to Teacher Candidates

Science.gov (United States)

Engin, Gizem; Dikbayir, Ahmet; Genç, Salih Zeki

2017-01-01

The research was carried out with 41 people educated in Ege University, Faculty of Education, Social Studies Teacher Training Department during the fall semester of 2015-2016 academic year. Quasi-experimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks.…

Difficulties in Learning and Teaching Statistics: Teacher Views

Science.gov (United States)

Koparan, Timur

2015-01-01

The purpose of this study is to define teacher views about the difficulties in learning and teaching middle school statistics subjects. To serve this aim, a number of interviews were conducted with 10 middle school maths teachers in 2011-2012 school year in the province of Trabzon. Of the qualitative descriptive research methods, the…

Pre-Service Teachers Designing Virtual World Learning Environments

Science.gov (United States)

Jacka, Lisa; Booth, Kate

2012-01-01

Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer-based environment. Virtual worlds also provide a place…

Empowering vocational math teachers by using digital learning material (DLM) with workplace assignments

NARCIS (Netherlands)

Zwart, D.P.; van Luit, J.E.H.; Goei, S. L.

2016-01-01

Digital Learning Material (DLM) are fast becoming a key instrument in teaching. The focus on E-learning systems with Digital Learning Material (DLM) is mostly on the medium and resources, instead of on the role of teachers. But like students, teachers also need to professionalize their digital

Teachers' Personal Learning Networks (PLNs): Exploring the Nature of Self-Initiated Professional Learning Online

Science.gov (United States)

Tour, Ekaterina

2017-01-01

In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self-initiated professional learning. Contributing to the debates…

Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers

Science.gov (United States)

de Jager, Thelma

2017-01-01

Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the…

Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges

Science.gov (United States)

Musarurwa, Charles

2011-01-01

The use of ICTs (information and communication technologies) in Zimbabwe's teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not…

Self-entrustment: how trainees' self-regulated learning supports participation in the workplace.

Science.gov (United States)

Sagasser, Margaretha H; Kramer, Anneke W M; Fluit, Cornelia R M G; van Weel, Chris; van der Vleuten, Cees P M

2017-10-01

Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards. Data collection and analysis were iterative and inspired by a phenomenological approach. To organise data we used networks, time-ordered matrices and codebooks. Self-regulated learning supported trainees to increasingly perform independently. They engaged in self-regulated learning before, during and after encounters. Trainees' activities depended on the type of medical problem presented and on patient, trainee and supervisor characteristics. Trainees used their sense of confidence to decide if they could manage the encounter alone or if they should consult their supervisor. They deliberately used feedback on their performance and engaged in reflection. Supervisors appeared vital in trainees' learning by reassuring trainees, discussing experience, knowledge and professional issues, identifying possible unawareness of incompetence, assessing performance and securing patient safety. Self-confidence, reflection and feedback, and support from the supervisor are important aspects of self-regulated learning in practice. The results reflect how self-regulated learning and self-entrustment promote trainees' increased participation in the workplace. Securing organized moments of interaction with supervisors is beneficial to trainees' self-regulated learning.

Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

Science.gov (United States)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

DEVELOPMENT OF TEACHER COMP ETENCES IN CREATING POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL SECONDARY EDUCATION

Directory of Open Access Journals (Sweden)

Inge PLACKLÉ

2010-01-01

Full Text Available Background: At the end of Vocational Secondary Education students should be able to solve authentic problems individually and in group. Powerful learning environments could enforce these learning processes. Research question: “Which critical desirable design principles can we define to create a powerful learning environment in Secondary Vocational Education ? Method: We combine different perspectives of teachers, students and researchers to build a shared model of learning environments, which will be perceived as more powerful by all stakeholders. Based on literature we selected design principles followed by organizing focus groups with teacher educators and teachers to further adapt these principles. Preliminary results: We determined eight design pr inciples: Authenticity learning environment, differentiation, adapted evaluation, self-directed learning, problem solving, teamwork, shared responsibility design learning environment and (labour identity develop ment. Each principle has been further clarified in indicators. This study is part of a larger research project in developing teacher competences in creating powe rful learning enviro nments in Vocational Secondary Education.

Teachers as Informal Learners: Workplace Professional Learning in the United States and Lithuania

Science.gov (United States)

Jurasaite-Harbison, Elena; Rex, Lesley A.

2013-01-01

This study demonstrates the understandings that result from teachers' explanations of how they learn when they encounter everyday situations that evoke their learning. The study renders these explanations as a framework for further research on teacher workplace learning in informal settings. The framework emerged from a constant-comparative…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

Science.gov (United States)

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

7 CFR 58.53 - Supervisor of packaging required.

Science.gov (United States)

2010-01-01

... 7 Agriculture 3 2010-01-01 2010-01-01 false Supervisor of packaging required. 58.53 Section 58.53... Packaging Products with Official Identification § 58.53 Supervisor of packaging required. The official....54 through 58.57, shall be done only under the supervision of a supervisor of packaging. The...

Importance and difficulties of cooperative learning application in class teaching from teachers' perspective

Directory of Open Access Journals (Sweden)

Ilić Marina Ž.

2016-01-01

Full Text Available Based on previous knowledge of cooperative learning two approaches stand out in researching the importance of cooperative learning: a the first approach tries to examine the effects, conditions and mechanisms by which educational outcomes are realized in the application of cooperative learning; and b the second approach moves the focus towards attitudes and perceptions of teachers and students on the relevance of cooperative learning. By applying descriptive-analytical technique we conducted a research aimed at examining the opinions of teachers (N=305 about the importance and difficulties in application of cooperative learning in the context of class teaching. The results show that the teachers had positive attitudes towards the importance of cooperative learning for reaching various educational goals and socio-affective and cognitive development of students. It turned out that the opinions of the teachers were not determined by the level of their education or work experience. Additionally, it turned out that the teachers' opinions about the difficulties of application in class are due more to work organization and were not assessed from the aspect of knowledge, attitudes and convictions of the participants in the teaching process. The obtained results, although generally encouraging for teaching practice indicate a need for further advancement of this segment of the teacher's work in order to understand better the value of cooperative learning and consider more critically the difficulties for its application in classroom.

Supervisor's accident investigation handbook

International Nuclear Information System (INIS)

1980-02-01

This pamphlet was prepared by the Environmental Health and Safety Department (EH and S) of Lawrence Berkeley Laboratory (LBL) to provide LBL supervisors with a handy reference to LBL's accident investigation program. The publication supplements the Accident and Emergencies section of LBL's Regulations and Procedures Manual, Pub. 201. The present guide discusses only accidents that are to be investigated by the supervisor. These accidents are classified as Type C by the Department of Energy (DOE) and include most occupational injuries and illnesses, government motor-vehicle accidents, and property damages of less than $50,000

Learning about the effectiveness of teacher education: A Chilean study

African Journals Online (AJOL)

The article reviews some of the problems faced by teacher education in general and in Chile specifically, and on this basis, presents the results of a study focused on the effects of six teacher education programmes on future primary level teachers' learning of mathematics and mathematics pedagogy. The study describes ...

Enhancing Cultural Humility through Critical Service-Learning in Teacher Preparation

Science.gov (United States)

Tinkler, Alan S.; Tinkler, Barri

2016-01-01

To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with…

Meaningful work and secondary school teachers' intention to leave

Directory of Open Access Journals (Sweden)

M. Janik

2015-05-01

Full Text Available The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnover Intention Scale. Work-role fit and job enrichment both had direct positive effect on experiences of psychological meaningfulness at work, while poor work-role fit and low psychological meaningfulness both had a direct effect on teachers' intentions to leave. An analysis of the indirect effects showed that poor work-role fit and poor job enrichment affected intention to leave due to the concomitant experience of low psychological meaningfulness. These findings have implications for the retention of teachers in secondary schools.

Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany

Science.gov (United States)

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-03-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project, controlled conditions are created utilising purposefully designed and trialled lesson plans to investigate the process of teacher knowledge construction, with teacher selective attention proposed as a key mediating variable. In order to investigate teacher learning through classroom practice, the project addresses the following questions: To what classroom objects, actions and events do teachers attend and with what consequence for their learning? Do teachers in different countries attend to different classroom events and consequently derive different learning benefits from teaching a lesson? This international project combines focused case studies with an online survey of mathematics teachers' selective attention and consequent learning in Australia, China and Germany. Data include the teacher's adaptation of a pre-designed lesson, the teacher's actions during the lesson, the teacher's reflective thoughts about the lesson and, most importantly, the consequences for the planning and delivery of a second lesson. The combination of fine-grained, culturally situated case studies and large-scale online survey provides mutually informing benefits from each research approach. The research design, so constituted, offers the means to a new and scalable vision of teacher learning and its promotion.

COMMUNICATIVE COMPETENCE DEVELOPMENT OF INTENDING TEACHERS BY MEANS OF LEARNING COMMUNITIES

Directory of Open Access Journals (Sweden)

Irina Evgenyevna Krasilova

2014-07-01

Full Text Available In the information society the role of learning communities in professional training of an individual specialist is growing. Ideas of social constructivism determine the development of the Internet, on which the modern information and learning environment is mainly based.  The article contains definitions of a university learning community and learning community means; a model of communicative competence development of intending teachers of foreign languages by means of a learning community (informational and educational, technical, organizational and methodological; criteria for evaluating the level of communicative competence development. The author considers the communicative competence of intending teachers a part of their professional competence. The model has been tested at a teacher training university. The article presents some results of the experiment and the main conclusions that allow experts to judge the effectiveness of the model and its applicability in vocational education.DOI: http://dx.doi.org/10.12731/2218-7405-2014-3-8

Teachers and Social Learning as a Factor of Modern Educational Competences

Directory of Open Access Journals (Sweden)

J. Raicevic

2017-12-01

Full Text Available Modern educational process is becoming increasingly complex, subject of the influence of many intrapersonal and interpersonal factors. Conceptual basis of this work is Bandura social learning theory, which stresses the importance of the so-called, social learning, or learning by model, positioned in the educational context. The aim is to present the results of modern studies that dealt with the personality of a teacher from a model of student behavior and social learning, which mediates in the process of modeling the student behavior, as well as the performance factors of the modern educational process. The general conclusion is that the teachers' personality through a process of social learning has important influence on students' behavior and efficiency of the educational process and that the various development and educational programs aimed at the teachers' empowerment and encouraging the operation of positive social impact, can significantly contribute to the quality and improvement of the effects of the educational efforts on the school and preschool age.

Strengthening Teacher's Learning Management for Self-Reliance of Students in Thai Secondary School

Science.gov (United States)

Paso, Chalad; Chantarasombat, Chalard; Tirasiravech, Watanachai

2017-01-01

This research aimed to 1) study the present conditions, problems, and needs of teachers development in learning management in self-reliance for students in secondary schools, 2) develop a model for teacher development in learning management in self-reliance for students in secondary schools, and 3) evaluate the results of usage from teachers in…

Why Change to Active Learning? Pre-Service and In-Service Science Teachers' Perceptions

Science.gov (United States)

O'Grady, Audrey; Simmie, Geraldine Mooney; Kennedy, Therese

2014-01-01

This article explores pre-service and in-service science teachers' perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service…

Pre-Service Teachers' and Teacher-Educators' Experiences and Attitudes toward Using Social Networking Sites for Collaborative Learning

Science.gov (United States)

Soomro, Kamal Ahmed; Kale, Ugur; Zai, Sajid Yousuf

2014-01-01

Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines Pakistani pre-service teachers' and teacher-educators' current uses of Facebook, and their attitudes…

Teacher Uses of Learning Styles

DEFF Research Database (Denmark)

Klitmøller, Jacob

2014-01-01

Among all the various learning style models, the Dunn & Dunn Learning Style Model (DDLSM) in particular has become a widely used method transforming teaching practice. Dunn & Dunn research literature is scarce when it comes to how the model is used by teachers in general. This is an issue since...... the model is a research-based prescriptive model of teaching. Employing observations and interviews to collect data, the present study investigates teachers’ use of the model. Findings indicate that the DDLSM is used for a number of purposes, some of which are in contradiction to the model prescriptions....

The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education