WorldWideScience

Sample records for self-initiated learning teacher

  1. 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…

  2. 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…

  3. EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

    Science.gov (United States)

    Simegn, Birhanu

    2014-01-01

    This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

  4. Fluidity in the Networked Society--Self-Initiated learning as a Digital Literacy Competence

    Science.gov (United States)

    Levinsen, Karin Tweddell

    2011-01-01

    In the globalized economies e-permeation has become a basic condition in our everyday lives. ICT can no longer be understood solely as artefacts and tools and computer-related literacy are no longer restricted to the ability to operate digital tools for specific purposes. The network society, and therefore also eLearning are characterized by…

  5. 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…

  6. 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.

  7. Self-initiated expatriates

    DEFF Research Database (Denmark)

    Selmer, Jan; Lauring, Jakob

    2014-01-01

    Purpose – As it has been suggested that adult third-culture kids may be more culturally adaptable than others, they have been labelled “the ideal” expatriates. In this article, we explore the adjustment of self-initiated expatriate academics in Hong Kong, comparing adult third-culture kids...... with adult mono-culture kids. Design/methodology/approach – We use survey results from 267 self-initiated expatriate academics in Hong Kong. Findings – Exploratory results show that adult third-culture kids had a higher extent of general adjustment. No significant results were found in relation...... to interaction adjustment and job adjustment. We also found that recent expatriate experiences generally had a positive association with the adjustment of adult mono-culture kids, but this association only existed in terms of general adjustment for adult third-culture kids. Originality/value – Once corroborated...

  8. 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,

  9. Self-initiated expatriate academics

    DEFF Research Database (Denmark)

    Selmer, Jan; Lauring, Jakob

    2013-01-01

    In this chapter we examine self-initiated expatriate academics. Universities are to an increasing extent looking for talent beyond national boundaries. Accordingly, self-initiated expatriate academics represent a fast growing group of highly educated professionals who gain employment abroad...

  10. 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.

  11. 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...

  12. 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

  13. 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…

  14. 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

  15. 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…

  16. Developing a learning analytics tool

    DEFF Research Database (Denmark)

    Wahl, Christian; Belle, Gianna; Clemmensen, Anita Lykke

    This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities.......This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities....

  17. 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.

  18. 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...

  19. 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…

  20. 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

  1. 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

  2. "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…

  3. 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....

  4. 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. %.

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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

  11. 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

  12. 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...

  13. 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

  14. 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…

  15. 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

  16. 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...

  17. 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.

  18. 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

  19. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  20. 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…

  1. 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…

  2. Learning about Teachers through Film.

    Science.gov (United States)

    Raimo, Angela; Devlin-Scherer, Roberta; Zinicola, Debra

    2002-01-01

    Analysis of films featuring teachers reveals a variety of roles portrayed: teacher as culture guardian, iconoclast/subverter, alien culture-bearer, change agent, learner, compassionate mentor, student advocate, maverick, and incompetent. Examination of these portrayals can prompt critical thinking about teacher responses to different social and…

  3. 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

  4. 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…

  5. 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,

  6. 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…

  7. 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…

  8. Who is a self-initiated expatriate?

    DEFF Research Database (Denmark)

    Cerdin, Jean-Luc; Selmer, Jan

    2014-01-01

    The purpose of this article is to enhance the conceptual coherence of the notion of a self-initiated expatriate (SIE). We propose a definition based on a set of conceptual criteria which differentiates SIEs from other types of international movers. This article defines who an SIE is according...

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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…

  14. 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...

  15. 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…

  16. 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…

  17. 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.

  18. 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...

  19. 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…

  20. 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.…

  1. The Teacher, Motivation, Acquisition and Cognitive Learning

    Institute of Scientific and Technical Information of China (English)

    Dede Wilson

    2006-01-01

    @@ English is a world language spoken by a great number of non-native speakers, the majority of whom learn to speak and communicate in the language in the classroom. Many factors contribute to learning in the language classroom but the key to success lies in the teacher and students' motivation and the use of motivational teaching strategies that maintain motivation and facilitate the process.

  2. 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.

  3. Teacher in the Transformative Learning Space

    DEFF Research Database (Denmark)

    Maslo, Elina

    2009-01-01

    of the library – students of different grades, non studying people, researchers; the people working at the library – office workers, librarians, research staff; teachers and supervisors) and answering the key question: what makes the learning process successful? Methods/methodology: The complicated process...

  4. Powerful Learning Experiences and Suzuki Music Teachers

    Science.gov (United States)

    Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

    2016-01-01

    Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

  5. 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...

  6. 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,…

  7. 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.

  8. 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…

  9. 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.

  10. 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.

  11. 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…

  12. PARTNERS IN LEARNING NETWORK FOR UKRAINIAN TEACHERS

    Directory of Open Access Journals (Sweden)

    K. Sereda

    2011-05-01

    Full Text Available The network «Partners in Learning Network» is presented in the article – the Ukrainian segment of global educational community. PILN is created with support of the Microsoft company for teachers who use information communication technology in their professional work. The PILN's purpose and value for Ukrainian teachers, for their professional dialogue and collaboration are described in the article. Functions of PILN's communities for teacher’s cooperation, the joint decision of questions and an exchange of ideas and of technique, teaching tools for increase of level of ICT introduction in educational process are described.

  13. A Constructionist Learning Environment for Teachers to Model Learning Designs

    Science.gov (United States)

    Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E.A.; Whittlestone, K.

    2013-01-01

    The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a…

  14. 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 ...

  15. 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.

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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 ...

  2. 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,…

  3. 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

  4. 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.

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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

  14. 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…

  15. 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

  16. 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…

  17. 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.

  18. 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…

  19. 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...

  20. 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.

  1. 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.

  2. 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…

  3. "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

  4. 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.

  5. 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…

  6. Learning How to Improve Vocabulary Instruction through Teacher Study Groups

    Science.gov (United States)

    Dimino, Joseph; Taylor, Mary Jo

    2009-01-01

    Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K-8 teachers will form dynamic in-school learning groups with their fellow educators…

  7. 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 ...

  8. 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...

  9. 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.

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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,…

  16. 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…

  17. 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…

  18. 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,

  19. 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

  20. 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…

  1. 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

  2. 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…

  3. 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…

  4. A Scale Development for Teacher Competencies on Cooperative Learning Method

    Science.gov (United States)

    Kocabas, Ayfer; Erbil, Deniz Gokce

    2017-01-01

    Cooperative learning method is a learning method studied both in Turkey and in the world for long years as an active learning method. Although cooperative learning method takes place in training programs, it cannot be implemented completely in the direction of its principles. The results of the researches point out that teachers have problems with…

  5. Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

    Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.

  12. 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!.

  13. 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...

  14. 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.

  15. 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…

  16. 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…

  17. Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher

    Science.gov (United States)

    Hodgen, Jeremy; Askew, Mike

    2007-01-01

    Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional…

  18. Precursor processes of human self-initiated action.

    Science.gov (United States)

    Khalighinejad, Nima; Schurger, Aaron; Desantis, Andrea; Zmigrod, Leor; Haggard, Patrick

    2018-01-15

    A gradual buildup of electrical potential over motor areas precedes self-initiated movements. Recently, such "readiness potentials" (RPs) were attributed to stochastic fluctuations in neural activity. We developed a new experimental paradigm that operationalized self-initiated actions as endogenous 'skip' responses while waiting for target stimuli in a perceptual decision task. We compared these to a block of trials where participants could not choose when to skip, but were instead instructed to skip. Frequency and timing of motor action were therefore balanced across blocks, so that conditions differed only in how the timing of skip decisions was generated. We reasoned that across-trial variability of EEG could carry as much information about the source of skip decisions as the mean RP. EEG variability decreased more markedly prior to self-initiated compared to externally-triggered skip actions. This convergence suggests a consistent preparatory process prior to self-initiated action. A leaky stochastic accumulator model could reproduce this convergence given the additional assumption of a systematic decrease in input noise prior to self-initiated actions. Our results may provide a novel neurophysiological perspective on the topical debate regarding whether self-initiated actions arise from a deterministic neurocognitive process, or from neural stochasticity. We suggest that the key precursor of self-initiated action may manifest as a reduction in neural noise. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  19. Learning Styles and Teacher Training: Are We Perpetuating Neuromyths?

    Science.gov (United States)

    Lethaby, Carol; Harries, Patricia

    2016-01-01

    Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational…

  20. 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…

  1. Pre-Service EFL Teachers' Beliefs about Foreign Language Learning

    Science.gov (United States)

    Altan, Mustafa Zulkuf

    2012-01-01

    Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…

  2. 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…

  3. Teacher and learner: Supervised and unsupervised learning in communities.

    Science.gov (United States)

    Shafto, Michael G; Seifert, Colleen M

    2015-01-01

    How far can teaching methods go to enhance learning? Optimal methods of teaching have been considered in research on supervised and unsupervised learning. Locally optimal methods are usually hybrids of teaching and self-directed approaches. The costs and benefits of specific methods have been shown to depend on the structure of the learning task, the learners, the teachers, and the environment.

  4. 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...

  5. 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.

  6. 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.

  7. 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.

  8. Teachers' Perceptions and Practices of Active Learning in ...

    African Journals Online (AJOL)

    Teachers' Perceptions and Practices of Active Learning in Haramaya ... Science, Technology and Arts Research Journal ... traditional/lecture method, lack of students' interest, shortage of time, lack of instructional material and large class size.

  9. 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.

  10. Goals for Teacher Learning about Energy Degradation and Usefulness

    Science.gov (United States)

    Daane, Abigail R.; Vokos, Stamatis; Scherr, Rachel E.

    2014-01-01

    The Next Generation Science Standards (NGSS) require teachers to understand aspects of energy degradation and the second law of thermodynamics, including energy's availability and usefulness, changes in energy concentration, and the tendency of energy to spread uniformly. In an effort to develop learning goals that support teachers in building…

  11. Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

    Science.gov (United States)

    Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

    2016-01-01

    Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

  12. 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.

  13. Leadership for Team Learning: The Case of University Teacher Teams

    Science.gov (United States)

    Koeslag-Kreunen, Mieke G. M.; Van der Klink, Marcel R.; Van den Bossche, Piet; Gijselaers, Wim H.

    2018-01-01

    Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their…

  14. Personal Learning Environments and University Teacher Roles Explored Using Delphi

    Science.gov (United States)

    Shaikh, Zaffar Ahmed; Khoja, Shakeel Ahmed

    2014-01-01

    This paper presents the results of research using an online Delphi method, which aimed to explore university teacher roles and readiness for learner-centred pedagogy, driven by personal learning environments (PLEs). Using a modified Policy Delphi technique, a group of researchers worked with 34 international experts who are university teachers by…

  15. 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

  16. 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…

  17. 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

  18. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Science.gov (United States)

    Niehoff, Karissa

    2010-01-01

    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  19. 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…

  20. 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.…

  1. 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…

  2. Teacher Perceptions of Project Based Learning in the Secondary Classroom

    Science.gov (United States)

    MacMath, Sheryl; Sivia, Awneet; Britton, Vandy

    2017-01-01

    This study examines teacher perceptions of their experiences with Project Based Learning (PBL) at a secondary school in Western Canada. This PBL initiative included English language arts, mathematics, science, and digital literacy courses and all the grade nines at this large secondary school. This article reports on two teacher focus group…

  3. 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…

  4. Teachers' Educational Beliefs about Students with Learning Disabilities

    Science.gov (United States)

    Landers, Andrew James

    2017-01-01

    Past research indicates that teachers' beliefs are influential in their decisions and behaviors in the classroom. Teachers are also influenced by the socioeconomic status of their students. The present study on beliefs and evaluation of knowledge about working with students with learning disabilities included kindergarten through 12th grade…

  5. Global Perspectives on Teacher Learning: Improving Policy and Practice

    Science.gov (United States)

    Schwille, John; Dembele, Martial; Schubert, Jane

    2007-01-01

    This booklet targets policymakers and educators with busy lives (especially those in developing countries) who may neither have the time nor the opportunity to read widely across all the issues raised herein. This publication looks at all forms of teacher learning, formal and informal, from teachers' own early schooling, through their training,…

  6. Learning Styles and Problem Solving Skills of Turkish Prospective Teachers

    Science.gov (United States)

    Gencel, Ilke Evin

    2015-01-01

    Global changes in educational discourse have an impact on educational systems, so teacher education programs need to be transformed to better train teachers and to contribute to their professional development. In this process learning styles and problem solving skills should be considered as individual differences which have an impact in…

  7. Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry

    Science.gov (United States)

    Naah, Basil Mugaga

    2015-01-01

    Preservice teachers enrolled in a modified introductory chemistry course used an instructional rubric to improve and evaluate their understanding of students' misconceptions in learning various chemistry concepts. A sample of 79 preservice teachers first explored the state science standards to identify chemistry misconceptions associated with the…

  8. 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...

  9. 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…

  10. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2 mai 2016 ... ... use are influencing educational practices and policy across the developing world. ... STF is an in-service teacher education program for high school teachers ... to use digital tools and resources in their classroom teaching.

  11. 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 ...

  12. 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.

  13. 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...

  14. 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…

  15. 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

  16. 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…

  17. 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…

  18. 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.…

  19. 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

  20. Teacher Leadership--Connecting Learning to Practice

    Science.gov (United States)

    Coughlan, Margaret

    2015-01-01

    The Common Core State Standards (CCSS, 2010) as the latest initiative in the ongoing effort of educational reform in the United States reinforces the need to build the capacity of teachers as leaders and change agents. As such, graduate teacher leadership programs function to support and develop teacher leadership praxis. Although studies of…

  1. 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,…

  2. 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…

  3. 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.

  4. 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…

  5. 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…

  6. 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…

  7. ICT Competence-Based Learning Object Recommendations for Teachers

    Science.gov (United States)

    Sergis, Stylianos; Zervas, Panagiotis; Sampson, Demetrios G.

    2014-01-01

    Recommender Systems (RS) have been applied in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection and retrieval. Most of the existing approaches, however, aim at accommodating the needs of learners and teacher-oriented RS are still an under-investigated field. Moreover, the systems that focus…

  8. Teacher-Led Design of an Adaptive Learning Environment

    Science.gov (United States)

    Mavroudi, Anna; Hadzilacos, Thanasis; Kalles, Dimitris; Gregoriades, Andreas

    2016-01-01

    This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly…

  9. Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

    Science.gov (United States)

    Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

    2016-01-01

    This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

  10. Change Project-Based Learning in Teacher Education in Botswana ...

    African Journals Online (AJOL)

    Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is ...

  11. Trainee Teachers' e-Learning Experiences of Computer Play

    Science.gov (United States)

    Wright, Pam

    2009-01-01

    Pam Wright highlights the role of technology in providing situated learning opportunities for preservice teachers to explore the role commercial computer games may have in primary education. In a study designed to assess the effectiveness of an online unit on gaming incorporated into a course on learning technologies, Wright found that thoughtful…

  12. Student teachers' experiences of a learning programme based on ...

    African Journals Online (AJOL)

    The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging ...

  13. Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

    Science.gov (United States)

    Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen

    2016-01-01

    Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…

  14. Developing a Professional Learning Community among Preservice Teachers

    Science.gov (United States)

    Bond, Nathan

    2013-01-01

    This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

  15. Perceptions of Teacher Candidates Regarding Project-Based Learning

    Science.gov (United States)

    Baysura, Ozge Deniz; Altun, Sertel; Yucel-Toy, Banu

    2016-01-01

    Problem Statement: Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this…

  16. Reframing Teachers' Intercultural Learning as an Emotional Process

    Science.gov (United States)

    Jokikokko, Katri

    2016-01-01

    The importance of emotions in the process of intercultural learning has been recognised, but the topic has not been extensively theorised. This theoretical review article synthesises the research literature on emotions in the context of teachers' intercultural learning. The article argues that emotions are a vital part of any change, and thus play…

  17. Service learning in teacher education: an institutional model for an ...

    African Journals Online (AJOL)

    Interest in service learning is growing at a time of curriculum change in teacher education and institutional change in higher education in South Africa. This raises the question ";What models are available to guide institutions to develop service learning?"; This article outlines Pollack's typology of institutional responses to ...

  18. Exploring Preservice Teacher Perspectives on Video Games as Learning Tools

    Science.gov (United States)

    Ray, Beverly B.; Powell, Angiline; Jacobsen, Brenda

    2014-01-01

    Despite their popularity with learners, many K-12 teachers are reluctant to use video games as learning tools. Addressing issues surrounding this reluctance is important since the educational use of video games is supported by learning theory and an emerging research base. Specifically, this study adopts exploratory research as a means to examine…

  19. 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.

  20. Teachers come to learn at CERN!

    CERN Multimedia

    Patrice Loïez

    2003-01-01

    PhysicsTeachers@CERN is an annual three-day meeting at CERN for teachers from all over Europe. The programme includes seminars, visits and educational activities. It is designed to give physics teachers new insights into contemporary particle physics. The fifty participants in the 2003 meeting, which took place from 21 to 23 February, are pictured in the garden adjoining Microcosm, CERN's on-site science centre.

  1. Learning Theory and the Typewriter Teacher

    Science.gov (United States)

    Wakin, B. Bertha

    1974-01-01

    Eight basic principles of learning are described and discussed in terms of practical learning strategies for typewriting. Described are goal setting, preassessment, active participation, individual differences, reinforcement, practice, transfer of learning, and evaluation. (SC)

  2. 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…

  3. Blogs, Webinars and Significant Learning: A Case Report on a Teacher Training Program for College Teachers

    Science.gov (United States)

    Polanco-Bueno, Rodrigo

    2013-01-01

    This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students' learning outcomes. Second, they applied strategies of significant learning in the design…

  4. 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…

  5. 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

  6. 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.

  7. 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

  8. 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…

  9. Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore

    Science.gov (United States)

    Fei, Victor Lim; Hung, David

    2016-01-01

    This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…

  10. 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)

  11. 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.

  12. Teacher response to learning disability: a test of attributional principles.

    Science.gov (United States)

    Clark, M D

    1997-01-01

    Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.

  13. Kinematics of self-initiated and reactive karate punches.

    Science.gov (United States)

    Martinez de Quel, Oscar; Bennett, Simon J

    2014-03-01

    This study investigated whether within-task expertise affects the reported asymmetry in execution time exhibited in reactive and self-initiated movements. Karate practitioners and no-karate practitioners were compared performing a reverse punch in reaction to an external stimulus or following the intention to produce a response (self-initiated). The task was completed following the presentation of a specific (i.e., life-size image of opponent) or general stimulus and in the presence of click trains or white noise. Kinematic analyses indicated reactive movement had shorter time to peak velocity and movement time, as well as greater accuracy than self-initiated movement. These differences were independent of participant skill level although peak velocity was higher in the karate practice group than in the no-karate practice group. Reaction time (RT) of skilled participants was facilitated by a specific stimulus. There was no effect on RT or kinematic variables of the different type of auditory cues. The results of this study indicate that asymmetry in execution time of reactive and self-initiated movement holds irrespective of within-task expertise and stimulus specificity. This could have implications for training of sports and/or relearning of tasks that require rapid and accurate movements to intercept/contact a target.

  14. 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

  15. 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.

  16. 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.

  17. 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.

  18. 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…

  19. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

  20. Impacting the Science Community through Teacher Development: Utilizing Virtual Learning.

    Science.gov (United States)

    Boulay, Rachel; van Raalte, Lisa

    2014-01-01

    Commitment to the STEM (science, technology, engineering, math) pipeline is slowly declining despite the need for professionals in the medical field. Addressing this, the John A. Burns School of Medicine developed a summer teacher-training program with a supplemental technology-learning component to improve science teachers' knowledge and skills of Molecular Biology. Subsequently, students' skills, techniques, and application of molecular biology are impacted. Science teachers require training that will prepare them for educating future professionals and foster interest in the medical field. After participation in the program and full access to the virtual material, twelve high school science teachers completed a final written reflective statement to evaluate their experiences. Using thematic analysis, knowledge and classroom application were investigated in this study. Results were two-fold: teachers identified difference areas of gained knowledge from the teacher-training program and teachers' reporting various benefits in relation to curricula development after participating in the program. It is concluded that participation in the program and access to the virtual material will impact the science community by updating teacher knowledge and positively influencing students' experience with science.

  1. Learning design for science teacher training and educational development

    DEFF Research Database (Denmark)

    Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

    This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

  2. Learning object for teacher training aimed to develop communication skills

    Directory of Open Access Journals (Sweden)

    Norma Esmeralda RODRÍGUEZ RAMÍREZ

    2014-06-01

    Full Text Available This article presents the results and reflections obtained across a research aimed to analyze the quality criteria of an opened learning object oriented to develop communication skills in order to be able to report and validate it according to its content, pedagogic structure, technological structure, graphical and textual language and usability to teacher training, in order to base it theoretically, pedagogically and technologically. The research question was: Which are the quality criteria that a learning object aimed to develop communication skills must cover? Under a quantitative approach, there were electronic questionnaires applied to: 34 Technological University teachers, eight experts about of communicative competence, teaching, technology and graphic design. The results indicated that some of the quality criteria of learning object are: the effective managing of the learning content, the balanced composition of his pedagogic structure, the technological structure efficiency and the proper managing of graphical and textual language.

  3. 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…

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

    Science.gov (United States)

    Jansen, Amanda; Bartell, Tonya; Berk, Dawn

    2009-01-01

    In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

  5. 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…

  6. 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…

  7. 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'…

  8. 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

  9. 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…

  10. 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…

  11. 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…

  12. Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

    Science.gov (United States)

    Hudson, Sue; Hudson, Peter

    2013-01-01

    Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with…

  13. THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION

    OpenAIRE

    Calleja, Colin

    2013-01-01

    This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More spe...

  14. Digital games and learning mathematics: Student, teacher and parent perspectives

    OpenAIRE

    Su Ting Yong; Peter Gates; Ian Harrison

    2016-01-01

    The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer game...

  15. 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.

  16. 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…

  17. Men learning to be primary school teachers

    OpenAIRE

    Smedley, Susan May

    2005-01-01

    Abstract: Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do ...

  18. 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.

  19. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  20. Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

    Directory of Open Access Journals (Sweden)

    Rodrigo Polanco-Bueno

    2013-02-01

    Full Text Available This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios that served as content mastery evidences, as well as learning products produced by their students. DOI: 10.18870/hlrc.v3i1.72

  1. 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.

  2. What Teachers Can Learn from the Practice of Artists

    Science.gov (United States)

    Jarvis, Michael

    2011-01-01

    This article considers how primary teachers can learn from the practice of artists in their own teaching of art. Fundamental to artistic practice is the notion of practising with various materials and tools. In the article I look at some children's images, as well as scrutinising some statements made by the painter Francis Bacon. The practices of…

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

    African Journals Online (AJOL)

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

  4. Computer Use by School Teachers in Teaching-Learning Process

    Science.gov (United States)

    Bhalla, Jyoti

    2013-01-01

    Developing countries have a responsibility not merely to provide computers for schools, but also to foster a habit of infusing a variety of ways in which computers can be integrated in teaching-learning amongst the end users of these tools. Earlier researches lacked a systematic study of the manner and the extent of computer-use by teachers. The…

  5. Using teacher action research to promote constructivist learning ...

    African Journals Online (AJOL)

    Erna Kinsey

    2. To describe the learning environment of typical classrooms in. South African ... a more teacher-centred approach to more constructivist teaching ap- proaches and ... control over their lives within a framework promoted through action research ... cycles of questioning, planning, implementing, collecting data and reflecting ...

  6. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  7. The Learning Teacher: Role of Ambiguity in Education

    Science.gov (United States)

    Suzawa, Gilbert S.

    2013-01-01

    Life is full of ambiguities, but as teachers we generally try to teach our students in a manner that sanitizes knowledge of all of its ambiguities. In doing so, we create an educational environment which forces students to learn in a rather meaningless fashion and this in turn leads to a lack of vitality and relevance within the academy. This need…

  8. Teachers, Equity, and Computers for Secondary Mathematics Learning

    Science.gov (United States)

    Forgasz, Helen

    2006-01-01

    The findings presented in this article were derived from a 3-year study aimed at examining issues associated with the use of computers for secondary mathematics learning in Victorian (Australia) schools. Gender and other equity factors were of particular interest. In this article, the focus is on the participating mathematics teachers. Data on…

  9. Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice

    Science.gov (United States)

    Bannister, Nicole A.

    2018-01-01

    Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

  10. An Exploration of Prospective Teachers' Learning of Clinical Interview Techniques

    Science.gov (United States)

    Groth, Randall E.; Bergner, Jennifer A.; Burgess, Claudia R.

    2016-01-01

    The present study followed four prospective teachers through the process of learning to interview during an undergraduate research project experience. Participants conducted and video recorded a series of interviews with children. They also carried out guided analyses of the videos and written artefacts from the interviews to formulate conjectures…

  11. Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training

    Science.gov (United States)

    Duran Gisbert, David; Corcelles Seuba, Mariona; Flores Coll, Marta

    2017-01-01

    Despite its relevance and evidence support, Cooperative Learning (CL) is a challenge for all educational systems due to the difficulties in its implementation. The objective of this study is to identify the effect of Primary Education initial teacher training in the prediction of future CL use. Two groups of 44 and 45 students were conceptually…

  12. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    Science.gov (United States)

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  13. Informal Learning in Music: Emerging Roles of Teachers and Students

    Science.gov (United States)

    Rodriguez, Carlos

    2009-01-01

    In her new book "Music, Informal Learning and the School" (2008), Lucy Green consolidates many ideas presented in her previous writings. There is little doubt of the significance of her approach, but it raises epistemological and pedagogical issues that must be addressed to better understand where music teachers go next with informal…

  14. Networking and distance learning for teachers: A classification of possibilities

    NARCIS (Netherlands)

    Collis, Betty

    1995-01-01

    Computer based communication technologies, or what could be more conveniently called networking, are bringing new possibilities into teacher education in many different ways. As with distance education more generally they can facilitate flexibility in time and place of learning, but the range of

  15. Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers

    Science.gov (United States)

    Howard, Peter; Perry, Bob

    2005-01-01

    Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses…

  16. Using teacher action research to promote constructivist learning ...

    African Journals Online (AJOL)

    The primary focus was to assist South African teachers to become reflective practitioners in their daily mathematics classroom teaching. The study involved a combination of quantitative and qualitative research methods. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES) to ...

  17. Managing Resistance: An Essential Consulting Skill for Learning Disabilities Teachers.

    Science.gov (United States)

    Friend, Marilyn; Bauwens, Jeanne

    1988-01-01

    The article explores characteristics of resistance by general educators to special education consultation programs. It offers teachers of learning disabled students strategies for managing specific types of resistance as well as a general plan for minimizing resistance as well as suggestions for evaluating the impact of resistance management…

  18. Physical Education Teachers' Career-Long Professional Learning: Getting Personal

    Science.gov (United States)

    Makopoulou, Kyriaki; Armour, Kathleen M.

    2011-01-01

    The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

  19. Great Expectations: Teacher Learning in a National Professional Development Programme

    Science.gov (United States)

    Armour, Kathleen M.; Makopoulou, Kyriaki

    2012-01-01

    This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in…

  20. Promising Teacher Practices: Students' Views about Their Science Learning

    Science.gov (United States)

    Moeed, Azra; Easterbrook, Matthew

    2016-01-01

    Internationally, conceptual and procedural understanding, understanding the Nature of Science, and scientific literacy are considered worthy goals of school science education in modern times. The empirical study presented here reports on promising teacher practices that in the students' views afford learning opportunities and support their science…

  1. Learning from Action Research about Science Teacher Preparation

    Science.gov (United States)

    Mitchener, Carole P.; Jackson, Wendy M.

    2012-01-01

    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

  2. Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development

    Science.gov (United States)

    Noonan, James

    2016-01-01

    Professional development (PD) is seen by a broad cross-section of stakeholders--teachers, principals, policymakers--as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD's effectiveness…

  3. LOL Teacher! Using Humor to Enhance Student Learning

    Science.gov (United States)

    Terrell, Shelly

    2015-01-01

    Laughing with students can help them connect on a deeper level with the teacher and the learning. This article offers the following four strategies to incorporate humor into teaching: (1) Integrate humorous bits to boost engagement; (2) Choose humorous materials; (3) Create interest with humorous web tools and apps; and (4) Teach with silly…

  4. Lessons learnt from teachers' perspectives on mobile learning in ...

    African Journals Online (AJOL)

    South Africa's classrooms are characterised by a wide variety of cultural and linguistic differences, providing teachers with educational challenges, particularly in mathematics and science subjects. In response, various mobile learning systems have been developed and piloted in the North West and Gauteng Provinces of ...

  5. Teacher perspectives on ICT: a learning ecology approach

    NARCIS (Netherlands)

    van den Beemt, A.A.J.; Diepstraten, I.

    2015-01-01

    This paper aims to contribute to teacher professional development (TPD) on ICT by exploring socio-cultural factors such as places, activities and relevant others, which constitute teachers’ complete sets of contexts that provide opportunities for learning. This set of contexts is defined as

  6. 'That blasted Facebook page': supporting trainee-teachers' professional learning through social media

    OpenAIRE

    Edwards, Martyn; Darwent, Dave; Irons, Charly

    2015-01-01

    The creation and use of a Facebook group amongst trainee-teachers in post-16 and further education on a PGCE course at a large university in the North of England was studied. The Facebook group was self-initiated and self-managed by the trainee-teachers as a means of socialisation and peer-support amongst themselves. Data was gathered through parallel interviews with a PGCE trainee and a course tutor. Interviews were semi-structured using Tuckman's stages of group development (forming, stormi...

  7. Informal Music Learning, Improvisation and Teacher Education

    Science.gov (United States)

    Wright, Ruth; Kanellopoulos, Panagiotis

    2010-01-01

    This paper explores firstly the sense in which improvisation might be conceived of as an informal music education process and, secondly, the effects of a course in free improvisation on student teachers' perceptions in relation to themselves as musicians, music as a school subject and children as musicians. The results of a study conducted in two…

  8. Probability & Statistics: Modular Learning Exercises. Teacher Edition

    Science.gov (United States)

    Actuarial Foundation, 2012

    2012-01-01

    The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and…

  9. BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

    Directory of Open Access Journals (Sweden)

    Vira V. Kotkova

    2017-09-01

    Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

  10. 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

  11. 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.

  12. SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink; Prof. Dr. Paul A. Kirschner

    2010-01-01

    This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action- and development-oriented

  13. SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul

    2010-01-01

    This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates "S"chooling of teachers, "O"rganisational development of schools, "A"ction- and development-oriented research, and…

  14. Practising What We Teach: Vocational Teachers Learn to Research through Applying Action Learning Techniques

    Science.gov (United States)

    Lasky, Barbara; Tempone, Irene

    2004-01-01

    Action learning techniques are well suited to the teaching of organisation behaviour students because of their flexibility, inclusiveness, openness, and respect for individuals. They are no less useful as a tool for change for vocational teachers, learning, of necessity, to become researchers. Whereas traditional universities have always had a…

  15. Learning about Teacher Professional Learning: Case Studies of Schools at Work in New South Wales

    Science.gov (United States)

    McCulla, Norman; Gereige-Hinson, Josephine

    2005-01-01

    The extent of the human and financial resources that teachers have access to for their professional development, and the extent to which they have the capacity to determine when, how and with whom learning takes place, are key factors in determining the quality of professional learning that results. The New South Wales Department of Education and…

  16. BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Harun SERPIL

    2017-04-01

    Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

  17. 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...

  18. Video as a Tool for Focusing Teacher Self-Reflection: Supporting and Provoking Teacher Learning

    Science.gov (United States)

    Hollingsworth, Hilary; Clarke, David

    2017-01-01

    This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to…

  19. 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…

  20. Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers

    Science.gov (United States)

    Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto

    2017-04-01

    Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively

  1. Assessing the Impact of Service-Learning on Preservice Teachers in an After-School Program

    Science.gov (United States)

    Spencer, Brenda H.; Cox-Petersen, Anne M.; Crawford, Teresa

    2005-01-01

    The study reported uses a qualitative design to investigate the benefits of service-learning through the eyes of the preservice teachers who participated in it. The study focuses on how preservice teachers compare and contrast teaching and learning in the formal classroom during student teaching and teaching and learning in service-learning. Based…

  2. 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…

  3. 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…

  4. 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.

  5. Empowering Teachers to Raise Career Awareness in Computing: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Giti Javidi

    2017-06-01

    Full Text Available Students' attitudes towards Science, Technology, Engineering and Math (STEM has been a topic of enduring interest in the field of STEM education over the past decade – but why? After all, there is no sense in which people are concerned about students' attitudes towards the learning of English or history. So what drives the interest in these topics? Previous research has suggested a relationship between teachers' and students' attitudes towards a subject area. In order to increase student representation in STEM, we need teachers who have positive attitudes and can serve as role models to encourage their students to pursue STEM careers. In this paper we argue that in order to engage students' interest in the technical career paths, we must start with inspiring and training teachers to instill such interest in their students at early age. We present our experiences and outcomes from a teacher training program. Through the training, we were able to help teachers explore ways to incorporate programming into their curriculum, gain STEM career awareness and develop an understanding of importance of soft skills in STEM. The results show that teachers were able to gain confidence in incorporating their subject matter into Scratch-based classroom activities and teaching this material in a classroom setting and gain a better understanding of careers in STEM.

  6. 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

  7. An Individual Learning Journey: Learning as Becoming a Vocational Teacher

    Science.gov (United States)

    Goh, Adeline Yuen Sze

    2015-01-01

    In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of "becoming somebody", often oversimplifies the…

  8. Can teachers motivate students to learn?

    NARCIS (Netherlands)

    Thoonen, E.E.J.; Sleegers, P.J.C.; Peetsma, T.T.D.; Oort, F.J.

    2011-01-01

    Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were

  9. Teacher Learning from Girls' Informal Science Experiences

    Science.gov (United States)

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  10. Collateral Learning and Mathematical Education of Teachers

    Science.gov (United States)

    Abramovich, Sergei

    2012-01-01

    This article explores the notion of collateral learning in the context of classic ideas about the summation of powers of the first "n" counting numbers. Proceeding from the well-known legend about young Gauss, this article demonstrates the value of reflection under the guidance of "the more knowledgeable other" as a pedagogical method of making…

  11. 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)…

  12. Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

    Science.gov (United States)

    Ozfidan, Burhan; Cavlazoglu, Baki; Burlbaw, Lynn; Aydin, Hasan

    2017-01-01

    Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers' beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and…

  13. The Day-to-Day Work of Primary School Teachers: A Source of Professional Learning

    Science.gov (United States)

    Ambler, Trudy Belinda

    2016-01-01

    Teachers are an important influence on students' learning, and therefore the opportunity for teachers to learn and develop is something of interest to educators internationally. This article reports on a research project involving six primary school teachers who participated in one-on-one and small group interviews to explore the opportunities for…

  14. Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

    Science.gov (United States)

    Carpenter, Dan

    2012-01-01

    The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

  15. 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.…

  16. 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

  17. 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…

  18. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

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

    2016-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and

  19. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

    Boschman, F.; McKenney, S.; Pieters, J.M.; Voogt, J.

    2015-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs:

  20. 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…

  1. Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

    Science.gov (United States)

    Barnes, Michelle M.

    2013-01-01

    This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

  2. 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…

  3. 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…

  4. Boundaries and Bricolage: Examining the Roles of Universities and Schools in Student Teacher Learning

    Science.gov (United States)

    Hutchinson, Steven Andrew

    2011-01-01

    The literature shows that an active exploration of difference between university- and school-based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning…

  5. 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…

  6. Exploring Relationships: Teacher Characteristics and Student Learning in Physical Science

    Science.gov (United States)

    Close, Eleanor; Vokos, S.; Seeley, L.

    2006-12-01

    The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC grant, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to identify and characterize widespread productive and unproductive modes of reasoning employed by both pre-college students and teachers on foundational topics in physical science. In the first year of the grant, base-line preand post-test data were collected from a large number (N 2300) of middle and high school students. We will discuss relationships between preand post-test results, student learning gains, and student and teacher characteristics. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

  7. Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

    Science.gov (United States)

    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-01-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…

  8. 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…

  9. Authentic Role-Playing as Situated Learning: Reframing Teacher Education Methodology for Higher-Order Thinking

    Science.gov (United States)

    Leaman, Lori Hostetler; Flanagan, Toni Michele

    2013-01-01

    This article draws from situated learning theory, teacher education research, and the authors' collaborative self-study to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. First, we review the Interstate Teacher Assessment and Support Consortium standards to confirm the call for…

  10. The Use of a Student Group Log to Facilitate Student and Teacher Learning

    Science.gov (United States)

    Coenders, Fer

    2016-01-01

    In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…

  11. 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

  12. ASPIRE: Teachers and researchers working together to enhance student learning

    Science.gov (United States)

    Yager, P. L.; Garay, D. L.; Warburton, J.

    2016-02-01

    Given the impact of human activities on the ocean, involving teachers, students, and their families in scientific inquiry has never been more important. Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this presentation, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Scientists benefit from teacher/researcher collaborations as well, as funding for scientific research also depends on effective communication between scientists and the public. While contributing to broader impacts needed to justify federal funding, scientists also benefit by having their research explained in ways that the broader public can understand: collaborations with teachers produce classroom lessons and published work that generate interest in the scientists' research specifically and in marine science in general. Researchers can also learn from their education partners about more effective teaching strategies that can be transferred to the college level. Researchers who work with teachers in turn gain perspectives on the constraints that teachers and students face in the pre-college classroom. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

  13. National Board Certification as Professional Development: What Are Teachers Learning?

    Directory of Open Access Journals (Sweden)

    David Lustick

    2006-02-01

    Full Text Available This study investigated the National Board for Professional Teaching Standards’ (NBPTS assessment process in order to identify, quantify, and substantiate learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science Certificate were studied over a two-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes between individual and across group means. Transcripts of structured interviews with each teacher were scored by multiple assessors according to the 13 standards of NBPTS’ framework for accomplished science teaching. These scores provided the quantitative evidence of teacher learning in this study. Significant pre-intervention to post-intervention changes to these individual and group means are reported as learning outcomes from the assessment process. Findings suggest that the intervention had significant impact upon candidates’ understanding of knowledge associated with science teaching with an overall effect size of 0.47. Standards associated with greatest gains include Scientific Inquiry and Assessment. The results support the claim that the certification process is an effective standards based professional learning opportunity comparable to other human improvement interventions from related domains. Drawing on qualitative data, we also explore three possible implications of teacher learning outcomes from certification upon classroom practice identified as Dynamic, Technical, and Deferred. These patterns suggest that more than one kind of learning may be taking place in relation to board certification. The discussion then considers the importance of this study for policy making and science teaching communities.

  14. National board certification as professional development: What are teachers learning?

    Science.gov (United States)

    Lustick, David Scott

    This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.

  15. 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…

  16. 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…

  17. Strategies Applied by Teachers as Classroom Managers to Strengthen Learning

    Directory of Open Access Journals (Sweden)

    Franco Javier Jáuregui Contreras

    2017-05-01

    Full Text Available The present research was executed within the quantitative paradigm, under the feasible project modality, with the objective of designing strategies aimed at teachers to strengthen learning in the students of the Arnoldo Gabaldon educational unit, located in Delicias, Rafael Urdaneta municipality State Táchira. The methodology used responds to the characteristics of field descriptive research, not experimental. The study population consisted of 72 teachers. To obtain the information, a 20-item contentive instrument was applied, which measured the factors that influence the application of managerial strategies to strengthen student learning. This instrument was validated and a reliability index of 0.81 was obtained. In the analysis of results, the single and absolute frequencies of each reagent were determined. This resulted in a series of constantly occurring situations that led to the following conclusions: managerial strategies are employed by teachers on average, as well as in organization and planning, there is no commitment in relation to it, although there It was possible to detect that teachers comply with the planned activities on a regular basis. In addition, in the case of management and control, it is denoted how forcefully both processes are fulfilled, even in the majority, and both are assumed as managerial strategies. Therefore, the implementation of strategies is recommended.

  18. Digital games and learning mathematics: Student, teacher and parent perspectives

    Directory of Open Access Journals (Sweden)

    Su Ting Yong

    2016-12-01

    Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy. 

  19. 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…

  20. Contributions of blended learning training to teacher professional development

    Directory of Open Access Journals (Sweden)

    Ana Duarte Hueros

    2018-01-01

    Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

  1. Collaborative learning practices : teacher and student perceived obstacles to effective student collaboration

    NARCIS (Netherlands)

    Le Nhu Ngoc Ha, H.; Janssen, J.J.H.M.; Wubbels, Theo

    2018-01-01

    While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter

  2. An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

    OpenAIRE

    Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

    2014-01-01

    This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

  3. 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.

  4. 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.

  5. Work information and emotional support of self-initiated expatriates: multilevel mediation model

    DEFF Research Database (Denmark)

    Kubovcikova, Annamária; van Bakel, Marian

    of the network members with the type and amount of support they provide. The dataset consisted of 165 expatriates who rated 575 of their network members on the following learned characteristics: host country knowledge, employment status, and host country origin. The ego-centered network that consists...... of the rated ties is the context in which expatriates are embedded. It was therefore analyzed utilizing a multilevel mediation model. We have hypothesized that all learned characteristics will be determining the frequency of interaction and thus the level and type of support received. Host country knowledge......This article explores the immediate network context of self-initiated expatriates and how it influences their work information and emotional support. Building on the information seeking theory and the theory of weak and strong ties, we have created a model connecting specific characteristics...

  6. The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection

    Science.gov (United States)

    Ehrlin, Anna; Insulander, Eva; Sandberg, Anette

    2016-01-01

    The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample…

  7. 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…

  8. Organisational Learning Approaches to School Leadership and Management: Teachers' Values and Perceptions of Practice

    Science.gov (United States)

    Pedder, David; MacBeath, John

    2008-01-01

    In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational…

  9. 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.…

  10. 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.…

  11. 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…

  12. Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

    Science.gov (United States)

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

    2017-01-01

    Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

  13. Building and Leading a Learning Culture among Teachers: A Case Study of a Shanghai Primary School

    Science.gov (United States)

    Haiyan, Qian; Walker, Allan; Xiaowei, Yang

    2017-01-01

    A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education…

  14. 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…

  15. 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

  16. Review of Opinions of Math Teachers Concerning the Learning Environment That They Design

    Science.gov (United States)

    Aydin, Bünyamin; Yavuz, Ayse

    2016-01-01

    Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an…

  17. 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…

  18. 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.

  19. Learning Organization Perceptions in Elementary Education in Terms of Teachers and the Effect of Learning Organization on Organizational Commitment

    Science.gov (United States)

    Erdem, Mustafa; Ucar, Ibrahim Halil

    2013-01-01

    In this study, it was tried to determine to what degree the learning organization predicted organizational commitment according to primary school teachers' perceptions. Descriptive survey model was used in this study and 429 teachers were chosen among 2387 teachers who worked in primary schools in Van in 2010-2011 education years and were included…

  20. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  1. 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.

  2. Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

    Science.gov (United States)

    Sun, Jerry Chih-Yuan; Wu, Yu-Ting

    2016-01-01

    This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

  3. Critical Service-Learning: Promoting Values Orientation and Enterprise Skills in Pre-Service Teacher Programmes

    Science.gov (United States)

    Iyer, Radha; Carrington, Suzanne; Mercer, Louise; Selva, Gitta

    2018-01-01

    Experiential learning pathways within education programmes such as Service-learning are a means to enrich the learning of pre-service teachers. As a pathway, Service-learning provides value-oriented learning focused on inclusion, diversity, and difference. This paper adopts critical social theory to examine how, along with these values, critical…

  4. Goals for teacher learning about energy degradation and usefulness

    Directory of Open Access Journals (Sweden)

    Abigail R. Daane

    2014-08-01

    Full Text Available The Next Generation Science Standards (NGSS require teachers to understand aspects of energy degradation and the second law of thermodynamics, including energy’s availability and usefulness, changes in energy concentration, and the tendency of energy to spread uniformly. In an effort to develop learning goals that support teachers in building robust understandings of energy from their existing knowledge, we studied teachers’ impromptu conversations about these topics during professional development courses about energy. Many of these teachers’ ideas appear to align with statements from the NGSS, including the intuition that energy can be present but inaccessible, that energy can change in its usefulness as it transforms within a system, and that energy can lose its usefulness as it disperses, often ending up as thermal energy. Some teachers’ ideas about energy degradation go beyond what is articulated in the NGSS, including the idea that thermal energy can be useful in some situations and the idea that energy’s usefulness depends on the objects included in a scenario. Based on these observations, we introduce learning goals for energy degradation and the second law of thermodynamics that (1 represent a sophisticated physics understanding of these concepts, (2 originate in ideas that teachers already use, and (3 align with the NGSS.

  5. Education, learning and teacher's formation for a lively distance education

    Directory of Open Access Journals (Sweden)

    Rosana Silva de Moura

    2017-08-01

    Full Text Available This study aims to discuss teaching and learning in distance education in higher education, from an experiment in a course of specialization lato sensu, directed the continuing education of teachers, developed at the Federal University of Santa Catarina (2013-2014. Present and analyze the specificity of the Specialization Course in Pedagogical Coordination in view the prospect of a living EAD, anchored on a solid basis containing three elements, namely: 1 learning is the reason for the school 2 the undeniable need linked to the pedagogical practice democratic management in school, requiring collaborative work of its subjects, and 3 the pedagogical practice is also theory, because who exercises it is the teacher-scholar. After facing the initial prejudices about this format of school education, which are the limits and the scope verified in this experience? We can infer that the results of this experiment in distance education, still ongoing, have led the student teachers to think their pedagogical practices in their schools.

  6. Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

    Science.gov (United States)

    Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

    2016-01-01

    The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

  7. 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…

  8. 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…

  9. 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.

  10. Using Blended Learning Design to Enhance Learning Experience in Teacher Education

    Science.gov (United States)

    Zhou, Mingming; Chua, Bee Leng

    2016-01-01

    This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning…

  11. 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.

  12. E-Learning Quality Assurance: A Perspective of Business Teacher Educators and Distance Learning Coordinators

    Science.gov (United States)

    Chapman, Betty F.; Henderson, Ronda G.

    2010-01-01

    Background: Business teacher educators and distance learning coordinators have the responsibility to deliver quality online courses and programs. Therefore, they must make sure that quality assurance benchmarks are present in online business education courses and programs. Purpose: The purpose of this study was to examine the extent to which…

  13. 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

  14. The Psychiatrist as Leader-Teacher: Promoting Learning Beyond Residency.

    Science.gov (United States)

    Waits, Wendi; Brent, Elizabeth

    2015-08-01

    In today's fast-paced, data-saturated, zero-tolerance practice environment, psychiatrists and other health care providers are expected to maintain clinical, fiscal, and administrative competence. The authors present a unique type of psychiatric leader—the leader-teacher—who incorporates teaching of these elements into day-to-day practice, enhancing lifelong learning for credentialed staff and increasing their confidence in managing complex clinical and administrative issues. Particular emphasis is placed on leader-teachers working in military environments. The article discusses the primary characteristics of this type of leader, including their tendency to (1) seek clarification, (2) distill information, (3) communicate guidance, and (4) catalogue products. The authors also address the advantages and disadvantages of being a leader-teacher and present several illustrative cases.

  15. Innovative Training of In-Service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

    Science.gov (United States)

    Zavala, Genaro; Alarcon, Hugo; Benegas, Julio

    2007-01-01

    In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy "Tutorials in Introductory Physics," developed by…

  16. Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development

    Science.gov (United States)

    Kang, Yan; Cheng, Xiaotang

    2014-01-01

    This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…

  17. Teachers' Transformation as Learning: Teaching Cantonese Opera in Hong Kong Schools with a Teacher-Artist Partnership

    Science.gov (United States)

    Leung, Bo Wah

    2014-01-01

    The Hong Kong Government has advocated teaching Cantonese opera in the school music curriculum to promote Chinese culture education. This longitudinal study aims to examine how and why teachers transform within 3 years in learning and teaching Cantonese opera with a teacher-artist partnership approach in schools. Five primary and two secondary…

  18. Twitter as an informal learning space for teachers!? : The role of social capital in Twitter conversations among teachers

    NARCIS (Netherlands)

    Rehm, Martin; Notten, Ad

    2016-01-01

    Twitter can contribute to the continuous professional development of teachers by initiating and fostering informal learning. Social capital theory can aid to analyze the underlying communication processes and outcomes. Yet, previous research has largely neglected teachers and the role of social

  19. Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

    Science.gov (United States)

    Higgins, Tara Eileen

    Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the

  20. 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.

  1. Learning Assessment in physical education: the relationship between assessment practices of teachers and learning approaches

    Directory of Open Access Journals (Sweden)

    Marco Vinicio Gutiérrez

    2015-02-01

    Full Text Available This article shows the result of an investigation that studied teachers’ assessment practices in Physical Education in public schools from Suba in Bogota and the relationship between these practices with both superfluous and superficial learning approaches. It is organized into two sections; the first presents a classification of the evaluation practices, and the second establishes the relationship between these practices with the superficial and profound learning approaches. This article nourishes itself from a mixed-method research approach wherein the sample consisted of 68 teachers from whom data was collected using a survey. This data was then analyzed using the statistical software R. The results show the object, the purpose, procedures and ways in which teachers develop their assessment practice in physical education, and as well show a trend towards promoting meaningful and profound learning.

  2. Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs

    NARCIS (Netherlands)

    Miao, Yongwu; Van der Klink, Marcel; Boon, Jo; Sloep, Peter; Koper, Rob

    2008-01-01

    Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs [Special issue: Learning Design]. Distance Education, 30(2), 259-276.

  3. Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

    Science.gov (United States)

    Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

    2016-01-01

    The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

  4. 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.

  5. The Development of the Teachers' Attitudes toward Career Learning Index (TACLI)

    Science.gov (United States)

    Dodd, Vanessa; Hooley, Tristram

    2018-01-01

    Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England, there has been limited research that has looked specifically at the role of teachers and none of which has tried to establish a measure of teacher attitude toward careers work. This…

  6. Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers

    Science.gov (United States)

    Wang, Ting-Ying; Tang, Shu-Jyh

    2013-01-01

    This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…

  7. Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

    Science.gov (United States)

    Ekici, Didem Inel

    2016-01-01

    In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

  8. Teacher's Perspective on How to Promote Children's Learning in Reading and Writing

    Science.gov (United States)

    Sandberg, Gunilla; Hellblom-Thibblin, Tina; Garpelin, Anders

    2015-01-01

    The aim of the study is to deepen the understanding of teacher's perspective on how to promote all children's learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1.…

  9. Perspectives on Teaching and Regulation of Learning: A Comparison of Secondary and University Teachers

    Science.gov (United States)

    Oolbekkink-Marchand, H. W.; Van Driel, J. H.; Verloop, N.

    2014-01-01

    Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three…

  10. Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach

    Science.gov (United States)

    Hopper, Tim F.; Sanford, Kathy; Fu, Hong

    2016-01-01

    A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers' practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of…

  11. Pre-Service Teachers' Perceptions with Regard to Teaching-Learning Processes

    Science.gov (United States)

    Özdas, Faysal

    2018-01-01

    Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this…

  12. Social Networking Tools and Teacher Education Learning Communities: A Case Study

    Science.gov (United States)

    Poulin, Michael T.

    2014-01-01

    Social networking tools have become an integral part of a pre-service teacher's educational experience. As a result, the educational value of social networking tools in teacher preparation programs must be examined. The specific problem addressed in this study is that the role of social networking tools in teacher education learning communities…

  13. E-learning course design in teacher design teams. Experiences in the Open University of Tanzania

    NARCIS (Netherlands)

    Nihuka, Kassimu A.; Voogt, Joke

    2009-01-01

    Collaborative course design in teacher design teams (TDTs) has proved to be a promising professional development arrangement. This study explored the potential of TDTs in orienting teachers on course redesign for e-learning delivery at the context of Open University of Tanzania (OUT). Three teachers

  14. Malaysian Mathematics Teachers' Beliefs about the Nature of Teaching and Learning

    Science.gov (United States)

    Zikre, Nuraini Mohd; Eu, Leong Kwan

    2016-01-01

    Teachers play a vital role in nurturing and shaping learners in school. Extensive researches have been conducted showing that beliefs in the nature of teaching and learning held by the teachers will affect their actual classroom practices. In Malaysia, not many studies have been done on mathematics teacher's beliefs at the national level. The…

  15. Pre-Service Teachers' Memories of Learning Disabilities: The Search for Markers

    Science.gov (United States)

    Miller, Maury; Gresham, Pamela

    2011-01-01

    The search for "markers", or indicators of learning disabilities, has shown that teachers can be good indicators, but literature has not shown which markers or indicators are most noticed or receiving most of teachers' attention. This investigation asked preservice teachers to describe their own first memories of students with learning…

  16. Before Coffee, Facebook: New Literacy Learning for 21st Century Teachers

    Science.gov (United States)

    Roach, Audra K.; Beck, Jessica J.

    2012-01-01

    And so a middle school language arts teacher begins her Saturday. Before coffee, Facebook. In this themed issue on professional development in an era of nick.com, the authors propose that teachers' new literacy learning is as close as their own screens. Teachers, too, live literate lives online in this new age of composition, with impulses to…

  17. Self-regulation of learning processes of student teachers in new training arrangements

    NARCIS (Netherlands)

    Endedijk, M.; Vermunt, J.D.; Brekelmans, J.M.G.; Brok, den P.J.; Verloop, N.

    2007-01-01

    In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be

  18. Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa

    Science.gov (United States)

    Moon, Bob; Villet, Charmaine

    2016-01-01

    The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. The focus of the report is student-teachers and teachers, and its central argument is that existing institutional structures will be insufficient to meet the scale of demand for well-prepared,…

  19. An Increasing of Primary School Teachers' Competency in Brain-Based Learning

    Science.gov (United States)

    Waree, Chaiwat

    2017-01-01

    The purpose of the study was to develop a powerful and empowering guide (CBT) of elementary school teachers, to compare the ability of elementary school teachers. Management learning uses brain as a base. The experimental group with a control group the experimental group used in this research was a teacher at the grade level. 4-6 in province By…

  20. The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

    The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

  1. Learners in dialogue. Teacher experise and learning in the context of genetic testing

    NARCIS (Netherlands)

    van der Zande, P.A.M.|info:eu-repo/dai/nl/304827363

    2011-01-01

    Learners in Dialogue; this thesis aims at the exploration of teacher expertise for teachers who want to teach genetics in the context of genetic testing and at finding ways to foster teacher learning concerning this expertise. Recent developments in the field of genomics will impact the daily

  2. Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

    Science.gov (United States)

    Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

    2011-01-01

    This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

  3. 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…

  4. Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

    Science.gov (United States)

    Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

    2018-01-01

    While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

  5. Opportunities to Personalize Teacher Learning: Innovative Approaches to Bridge Evaluation and Professional Development for Continuous Improvement

    Science.gov (United States)

    Kassner, Laura

    2014-01-01

    The purpose of this report was to consider ways to integrating teacher evaluation and professional development--specifically, to explore innovative ways to harness feedback from teacher evaluations for the creation of personalized professional learning for teachers. This study was commissioned by the planning council members of the Metropolitan…

  6. The Passion of Teaching: Learning from an Older Generation of Teachers

    Science.gov (United States)

    Santoro, Ninetta; Pietsch, Marilyn; Borg, Tracey

    2012-01-01

    This article reports on a qualitative small-scale case study that investigated what pre-service teachers learned from a former generation of teachers about the context and nature of teaching and teacher education during the 1950s and 1960s. Data comprised semi-structured interviews and a grounded theoretical approach was used to analyse the data.…

  7. Difficulties Encountered by Both Teachers and Students in Teaching and Learning Turkish as a Second Language

    Science.gov (United States)

    Canbulat, Mehmet; Dilekçi, Atilla

    2015-01-01

    The objective of this research is to identify and suggest solutions to the problems experienced by students learning Turkish as a second language according to the opinions of both teachers and students evaluated. The research has been conducted among the classroom teachers, Turkish language teachers and the students attending the schools in…

  8. Working the Dialectic: Teaching and Learning Teacher Research in Social Studies

    Science.gov (United States)

    Martell, Christopher C.; Sequenzia, Maria R.

    2016-01-01

    This article presents two narratives of teaching and learning teacher research in social studies. Organized around the concept of working the dialectic, two social studies educators discuss their experiences as teachers and learners of teacher research. This article highlights the power of practitioner research to transform teaching and teacher…

  9. Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change

    Science.gov (United States)

    Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison

    2018-01-01

    University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…

  10. Keeping an Eye on Learning: Differences between Expert and Novice Teachers' Representations of Classroom Management Events

    Science.gov (United States)

    Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.

    2015-01-01

    Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…

  11. The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning

    Science.gov (United States)

    Sebastian, James; Allensworth, Elaine; Huang, Haigen

    2016-01-01

    School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school…

  12. Effects of Self-Perceptions on Self-Learning among Teacher Education Students

    Science.gov (United States)

    Liu, Shih-Hsiung

    2015-01-01

    This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…

  13. Student Teachers' Perceptions about the Impact of Internet Usage on Their Learning and Jobs

    Science.gov (United States)

    Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George

    2013-01-01

    This study investigated student teachers' perceptions about the impact of internet usage on their learning and future jobs. The sample consisted of 448 student teachers from the Early Childhood and Primary Education Departments at the National University of Athens, in Greece. Student teachers' perceptions regarding the impact of internet usage on…

  14. Teachers' Beliefs About Using Technology to Enhance the Learning Process of At-Risk-Students

    NARCIS (Netherlands)

    Moekotte, Paulo; Brand-Gruwel, Saskia; Ritzen, Henk

    2018-01-01

    Abstract: In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their

  15. Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Language

    Science.gov (United States)

    Carter, Hannah; Crowley, Kimberly; Townsend, Dianna R.; Barone, Diane

    2016-01-01

    This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language…

  16. The Role of a Professional Learning Community in Teacher Change: A Perspective from Beliefs and Practices

    Science.gov (United States)

    Tam, Angela Choi Fung

    2015-01-01

    This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers' beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent…

  17. [The opinion of teachers about tutorial problem based learning].

    Science.gov (United States)

    Navarro H, Nancy; Zamora S, José

    2014-08-01

    In 2004 the Faculty of Medicine of Universidad de La Frontera in Chile implemented curricular changes, incorporating small group problem based learning in different carriers. To explore aspects that hamper or facilitate tutorial problem based learning from the perspective of tutors. Six in depth interviews and a focus group with tutors were carried out in 2010 and 2011. Data were analyzed through constant comparisons using the program ATLAS ti, guaranteeing credibility, reliance, validation and transferability. Five hundred and twenty eight (528) significance units were identified and 25 descriptive categories emerged. The categories of tutor motivation, methodological domain, tutor responsibility, tutor critical capacity, disciplinary domain, student participation and tutor-student interaction were emphasized. Three qualitative domains were generated, namely tutor skills, transformation of student roles and institutional commitment. Tutorial teaching is favored by teachers when the institutions train them in the subject, when there is administrative support and an adequate infrastructure and coordination.

  18. Content-Related Interactions in Self-initiated Study Groups

    Science.gov (United States)

    Christian, Karen; Talanquer, Vicente

    2012-09-01

    The central goal of the present exploratory study was to investigate the nature of the content-related interactions in study groups independently organized by college organic chemistry students. We were particularly interested in the identification of the different factors that affected the emergence of opportunities for students to co-construct understanding and engage in higher levels of cognitive processing. Our results are based on the analysis of in situ observations of 34 self-initiated study sessions involving over a 100 students in three academic semesters. The investigation revealed three major types of social regulation processes, teaching, tutoring, and co-construction in the observed study sessions. However, the extent to which students engaged in each of them varied widely from one session to another. This variability was mostly determined by the specific composition of the study groups and the nature of the study tasks in which they were engaged. Decisions about how to organize the study session, the relative content knowledge and conceptual understanding expressed by the participants, as well as the cognitive level of the problems that guided group work had a strong impact on the nature of student interactions. Nevertheless, group talk in the observed study groups was mostly focused on low-level cognitive processes. The results of our work provide insights on how to better support students' productive engagement in study groups.

  19. Students and Teachers as Developers of Visual Learning Designs with Augmented Reality for Visual Arts Education

    DEFF Research Database (Denmark)

    Buhl, Mie

    2017-01-01

    upon which to discuss the potential for reengineering the traditional role of the teacher/learning designer as the only supplier and the students as the receivers of digital learning designs in higher education. The discussion applies the actor-network theory and socio-material perspectives...... on education in order to enhance the meta-perspective of traditional teacher and student roles.......Abstract This paper reports on a project in which communication and digital media students collaborated with visual arts teacher students and their teacher trainer to develop visual digital designs for learning that involved Augmented Reality (AR) technology. The project exemplified a design...

  20. Using Mind Maps to Make Student Questioning Effective : Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

    NARCIS (Netherlands)

    Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

    2018-01-01

    Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this

  1. 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.

  2. Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education

    Science.gov (United States)

    Jääskelä, Päivikki; Häkkinen, Päivi; Rasku-Puttonen, Helena

    2017-01-01

    This study examines university teachers' beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university-level network…

  3. 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…

  4. Foucault, Confucius and the In-Service Learning of Experienced Teachers in an Era of Managerialism

    Science.gov (United States)

    Huang, Hua

    2018-01-01

    By drawing on Foucault's theory of subjectification, this study presents a case study of two experienced teachers' in-service learning in the managerialist climate of Macau. The results indicate that the prevailing policies and administrative strategies on in-service learning served as the apparatus of managerialism working on teachers and…

  5. Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment

    Science.gov (United States)

    Furtak, Erin Marie

    2012-01-01

    Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying…

  6. Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

    Science.gov (United States)

    Governor, Donna; Hall, Jori; Jackson, David

    2013-01-01

    This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

  7. Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers' Perspectives

    Science.gov (United States)

    Annobil, Charles Nyarko; Thompson, Mumuni

    2018-01-01

    Even though previous research points to the significance of kindergarten teachers' practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children's development. To address this gap in literature, a qualitative multi-case study into teachers' perceptions of…

  8. Factors Influencing Teacher Appropriation of Professional Learning Focused on the Use of Technology in Science Classrooms

    Science.gov (United States)

    Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd

    2017-01-01

    Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with…

  9. Beliefs about Teaching and Learning in University Teachers: Revision of Some Studies

    Science.gov (United States)

    Solis, Carmen A.

    2015-01-01

    Research shows that the belief the teachers have about teaching, learning, and their students affect their planning, instructing and evaluation processes in the classroom, and also that they have a repercussion on the student's learning and performance in the classroom. In the case of university teachers, the beliefs about the teaching-learning…

  10. Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

    Science.gov (United States)

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2015-01-01

    This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

  11. 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

  12. Examining the Characteristics of Digital Learning Games Designed by In-Service Teachers

    Science.gov (United States)

    An, Yun-Jo; Cao, Li

    2017-01-01

    In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based…

  13. Public School Teachers' Knowledge, Perception, and Implementation of Brain-Based Learning Practices

    Science.gov (United States)

    Wachob, David A.

    2012-01-01

    The purpose of this study was to determine K-12 teachers' knowledge, beliefs, and practices of brain-based learning strategies in western Pennsylvania schools. The following five research questions were explored: (a) What is the extent of knowledge K-12 public school teachers have about the indicators of brain-based learning and Brain Gym?; (b) To…

  14. Examining Elementary Teachers' Use of Online Learning Environments: An Exploratory Study

    Science.gov (United States)

    Beach, Pamela

    2018-01-01

    This article presents the results of a study that examined elementary teachers' use of online learning environments for their informal professional learning in literacy instruction. Forty-five elementary teachers from a metropolitan area in Ontario, Canada, completed an online survey and participated in a semistructured interview. Survey and…

  15. 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'…

  16. Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review

    Science.gov (United States)

    Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans

    2015-01-01

    This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…

  17. The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

    Science.gov (United States)

    Goodnough, Karen; Murphy, Elizabeth

    2017-01-01

    The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and…

  18. 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…

  19. Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

    Science.gov (United States)

    Jones, Monty; Dexter, Sara

    2018-01-01

    This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers' own voices an illustration of their learning processes is presented, and the gap between what is supported by their…

  20. 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

  1. Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

    Science.gov (United States)

    Kurt, Mustafa

    2015-01-01

    The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

  2. Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

    NARCIS (Netherlands)

    Jacobs, J.C.; Luijk, S.J. van; Galindo-Garre, F.; Muijtjens, A.M.; Vleuten, C.P.M. van der; Croiset, G.; Scheele, F.

    2014-01-01

    BACKGROUND: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.

  3. Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

    NARCIS (Netherlands)

    Jacobs, J.C.G.; van Luijk, S.J.; Galindo Garre, F.; Muijtjens, A.M.M.; van der Vleuten, C.P.M.; Croiset, G.; Scheele, F.

    2014-01-01

    Background: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.

  4. Teachers' Obstacles in Implementing Numbered Head Together in Social Science Learning

    Science.gov (United States)

    Widyaningtyas, Harini; Winarni, Retno; Murwaningsih, Tri

    2018-01-01

    This study is aimed at describing teachers' obstacles in applying Numbered Head Together learning model in social science learning. The type of research is qualitative descriptive. The subject of the research is the third-grade teacher of elementary school in Sukoharjo Sub-district. The findings of the research were analyzed using interactive…

  5. Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

    Science.gov (United States)

    Solmaz, Dilek Yaliz

    2017-01-01

    This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

  6. 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…

  7. Two Related Approaches to Teacher Professional Learning in the Asia Pacific Region

    Science.gov (United States)

    White, Allan

    2007-01-01

    This paper examines the similarities and differences between two successful programmes of teacher professional learning. Firstly, Lesson Study developed in Japan over 40 years ago. It examines practice either through direct observation or through classroom artefacts and case studies. It assumes that teacher learning will be more meaningful and…

  8. 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…

  9. Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

    Science.gov (United States)

    Vibulphol, Jutarat

    2016-01-01

    This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

  10. Learning Analytics to Support Teachers During Synchronous CSCL: Balancing Between Overview and Overload

    NARCIS (Netherlands)

    van Leeuwen, A.

    2015-01-01

    Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much research is available yet concerning how LA may support teachers to diagnose student progress and to intervene

  11. 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…

  12. 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…

  13. Language Assessment Literacy as Self-Awareness: "Understanding" the Role of Interpretation in Assessment and in Teacher Learning

    Science.gov (United States)

    Scarino, Angela

    2013-01-01

    The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors…

  14. Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

    Science.gov (United States)

    Kablan, Zeynel; Kaya, Sibel

    2014-01-01

    This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

  15. Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

    Science.gov (United States)

    Dag, Funda; Durdu, Levent

    2017-01-01

    Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

  16. Teacher learning through reciprocal peer coaching :an analysis of activity sequences

    NARCIS (Netherlands)

    Zwart, R.C.; Wubbels, Th.; Bolhuis, S.M; Bergen, T.C.M.

    2008-01-01

    Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and

  17. Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

    Science.gov (United States)

    Monet, Julie A.; Etkina, Eugenia

    2008-10-01

    This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

  18. 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.

  19. Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

    Science.gov (United States)

    Johannes, Christine; Fendler, Jan; Seidel, Tina

    2013-01-01

    Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of…

  20. Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect

    Science.gov (United States)

    Chamoso, J. M.; Caceres, M. J.; Azcarate, P.

    2012-01-01

    Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…

  1. Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

    Science.gov (United States)

    Kleinsasser, Robert C.

    2013-01-01

    The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

  2. Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach

    Science.gov (United States)

    Kiilo, Tatjana; Kutsar, Dagmar

    2012-01-01

    Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget…

  3. 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

    2018-01-01

    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,…

  4. Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

    Science.gov (United States)

    Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

    2009-01-01

    Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…

  5. New Technologies and Science Teachers Education within the Context of Distance Learning: A Case Study for the University of Lagos

    Science.gov (United States)

    Adewara, Ademola Johnson; Lawal, Olufunke

    2015-01-01

    The Open and Distance Learning (ODL) education for science teachers is seen as a solution to the problems of equity and access to teacher education in Nigeria. It is used to provide cost-effective Science Teacher Education, and to train large numbers of teachers within a short period of time. The need for training science teachers through ODL…

  6. 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.

  7. Service-learning from the views of university teachers: a qualitative study based on focus groups.

    Science.gov (United States)

    Shek, Daniel T L; Chan, Stephen C F

    2013-01-01

    Under the New Undergraduate Curriculum at The Hong Kong Polytechnic University (PolyU), students are required to take a 3-credit subject to fulfill service-learning requirements. To understand the views of teachers regarding service-learning, five focus group interviews (n=33) are conducted to examine the perceived characteristics and myths of service-learning as well as colleagues' views on the policy at PolyU. Results showed that most informants are aware of service-learning and have seen its benefits to both students and teachers. Most informants also possess positive views about service-learning. Nevertheless, in terms of service-learning at PolyU, three different groups of views on service-learning are observed, namely, positive, negative, and mixed views. This paper also discusses teachers' views on the anticipated difficulties of service-learning implementation and the ways, by which to promote the subject in the PolyU context.

  8. HOME-SCHOOL INTERACTION: REMODELLING A FRAMEWORK OF PARENTS-TEACHERS RELATIONSHIP FOR SUPPORTING STUDENTS’ LEARNING

    Directory of Open Access Journals (Sweden)

    Adi Suryani

    2013-06-01

    Full Text Available Family and school are not separated social institution. Many parents view that it is schools and teachers which and who should be responsible for their children education. These views should be challenged by arising concern and awareness of parents and teachers of the importance of shared responsibility and cooperativeness. Parents are responsible for laying the basic/foundation of children’s learning, basic values, moral education, and basic social learning. Teachers and schools bear responsibility for developing those basic education. During their learning at school, students have a chance to develop their social competence. School also can be environment where children are gradually learning to be adult learners. They can be adult learners through engaging in collaborative learning activities. Through this social learning, children can learn develop social concern and sensitivity. Moreover, they can develop their learning through experience.

  9. Thinking, Language and Learning in Initial Teacher Education

    Science.gov (United States)

    Taylor, Nick

    2016-01-01

    Initial teacher education (ITE) serves as a bridge between prospective teachers exiting the school system to enrol in teacher education faculties, on the one hand and newly qualified teachers (NQTs) who are embarking on a career in schooling on the other. The present paper describes the language and thinking skills student teachers bring to their…

  10. The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

    Science.gov (United States)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

  11. Networks of Learning : Professional Association and the Continuing Education of Teachers of Mathematics in Pakistan

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    " and shows how a number of professional associations have become as networks of learning to encourage the continuing professional education of both pre-service and in-service teachers in the context of Pakistan. A case of the Mathematics Association of Pakistan (MAP) as a Network of Learning is presented....... The formation and growth of this network can be viewed as developing insights into the improvement of mathematics education in the developing world. The contributions of the association may also add value to the learning of teacher colleagues in other parts of the world. This sharing of the experience may......Importance of the professional development of teachers has been recognized and research has contributed greatly in terms of proposing variety of approaches for the development of teachers,both pre-service and in-service. Among them, networking among teachers, teacher educators,curriculum developers...

  12. 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.

  13. Feelings towards Child-Teacher Relationships, and Emotions about the Teacher in Kindergarten: Effects on Learning Motivation, Competence Beliefs and Performance in Mathematics and Literacy

    Science.gov (United States)

    Stephanou, Georgia

    2014-01-01

    This study examined the role of kindergarten children's feelings about the perceived quality of their relationships with their teachers and their emotions towards their teachers in their competence beliefs and learning motivation (intrinsic interest, learning goals), in the impact of competence beliefs on learning motivation, and in turn in school…

  14. Framing Pre-Service Teachers' Professional Learning Using Web2.0 Tools: Positioning Pre-Service Teachers as Agents of Cultural and Technological Change

    Science.gov (United States)

    Kidd, Warren

    2013-01-01

    This article addresses key issues in pre-service teachers' professional learning. The argument explores pre-service teachers' learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies. The article is contextualized by current…

  15. The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

    Science.gov (United States)

    Dewi, L. P.; Djohar, A.

    2018-04-01

    This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

  16. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  17. A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom

    Science.gov (United States)

    Robinson, Susan Rubino

    2012-01-01

    This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3-12 school in Broward County, Florida. The study's…

  18. Worked Examples with Errors: When Self-Explanation Prompts Hinder Learning of Teachers Diagnostic Competences on Problem-Based Learning

    Science.gov (United States)

    Heitzmann, Nicole; Fischer, Frank; Fischer, Martin R.

    2018-01-01

    To diagnose classroom situations is crucial for teachers' everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in "Learn Instr" 21(1):22-33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback…

  19. An Analysis on Usage Preferences of Learning Objects and Learning Object Repositories among Pre-Service Teachers

    Science.gov (United States)

    Yeni, Sabiha; Ozdener, Nesrin

    2014-01-01

    The purpose of the study is to investigate how pre-service teachers benefit from learning objects repositories while preparing course content. Qualitative and quantitative data collection methods were used in a mixed methods approach. This study was carried out with 74 teachers from the Faculty of Education. In the first phase of the study,…

  20. Teachers' and Researchers' Beliefs of Learning and the use of Learning Progressions

    Science.gov (United States)

    Clapp, Francis Neely

    In the last decade, science education reform in the United States has emphasized the exploration of cognitive learning pathways, which are theories on how a person learns a particular science subject matter. These theories are based, in part, by Piagetian developmental theory. One such model, called Learning Progressions (LP), has become prominent within science education reform. Science education researchers design LPs which in turn are used by science educators to sequence their curricula. The new national science standards released in April 2013 (Next Generation Science Standards) are, in part, grounded in the LP model. Understanding how teachers apply and use LPs, therefore, is valuable because professional development programs are likely to use this model, given the federal attention LP have received in science education reform. I sought to identify the beliefs and discourse that both LP developers and intended LP implementers have around student learning, teaching, and learning progressions. However, studies measuring beliefs or perspectives of LP-focused projects are absent in published works. A qualitative research is therefore warranted to explore this rather uncharted research area. Research questions were examined through the use of an instrumental case study. A case study approach was selected over other methodologies, as the research problem is, in part, bound within a clearly identifiable case (a professional development experience centering on a single LP model). One of the broadest definitions of a case study is noted by Becker (1968), who stated that goals of case studies are "to arrive at a comprehensive understanding of the groups under study" and to develop "general theoretical statements about regularities in social structure and process." (p.233). Based on Merriam (1985) the general consensus in the case study literature is that the assumptions underlying this method are common to naturalistic inquiry with research conducted primarily in the

  1. Science Professional Learning Communities: Beyond a singular view of teacher professional development

    Science.gov (United States)

    Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

    2013-07-01

    Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

  2. 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

  3. Exploring Career Agency during Self-Initiated Repatriation: A Study of Chinese Sea Turtles

    Science.gov (United States)

    Guo, Chun; Porschitz, Emily T.; Alves, Jose

    2013-01-01

    Purpose: Drawing on career and self-initiated expatriation/repatriation literatures, this paper aims to examine the career experiences of Chinese self-initiated repatriates after their return to China. Design/methodology/approach: The authors conducted an exploratory, qualitative study involving in-depth interviews with 20 Chinese individuals who…

  4. Building the Capability of Non-Formal Education Teachers to Develop a Learning Society for Promoting Lifelong Education in Thailand

    Science.gov (United States)

    Sungsri, Sumalee

    2018-01-01

    This study aims to study Thai non-formal education teachers' perceptions of their opportunities to obtain knowledge about the learning society; identify the knowledge of non-formal education teachers need about the learning society which could be obtained through a distance learning package; and to develop and evaluate distance learning package on…

  5. Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

    Science.gov (United States)

    Khine, Myint Swe; Fisher, Darrell L.

    2004-01-01

    The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

  6. An evaluation of a professional learning network for computer science teachers

    Science.gov (United States)

    Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie

    2017-01-01

    This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices.

  7. Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning

    Science.gov (United States)

    Nelson, Adrienne Fleurette

    The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction.

  8. Pre-Service Visual Art Teachers' Perceptions of Assessment in Online Learning

    Science.gov (United States)

    Allen, Jeanne Maree; Wright, Suzie; Innes, Maureen

    2014-01-01

    This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including…

  9. Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

    Science.gov (United States)

    Jones, Aslean Madison

    2017-01-01

    The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

  10. Investigating Mathematics Teacher Learning within an In-Service Community of Practice: The Centrality of Confidence

    Science.gov (United States)

    Graven, Mellony

    2004-01-01

    This paper is part of a broader study that draws on Wenger's (Wenger, E.: 1998, "Communities of Practice: Learning, Meaning, and Identity", Cambridge University Press, New Work) social practice perspective to investigate teacher learning. The study extends Wenger's complex model of interrelated components of learning (as meaning, practice,…

  11. Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning

    Science.gov (United States)

    Nelson, Erik T.

    2007-01-01

    The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…

  12. Mixed Methods Study Using Constructive Learning Team Model for Secondary Mathematics Teachers

    Science.gov (United States)

    Ritter, Kristy L.

    2010-01-01

    The constructive learning team model for secondary mathematics teachers (CLTM) was created to provide students with learning opportunities and experiences that address deficiencies in oral and written communication, logical processes and analysis, mathematical operations, independent learning, teamwork, and technology utilization. This study…

  13. Computer Proficiency for Online Learning: Factorial Invariance of Scores among Teachers

    Science.gov (United States)

    Martin, Amy L.; Reeves, Todd D.; Smith, Thomas J.; Walker, David A.

    2016-01-01

    Online learning is variously employed in K-12 education, including for teacher professional development. However, the use of computer-based technologies for learning purposes assumes learner computer proficiency, making this construct an important domain of procedural knowledge in formal and informal online learning contexts. Addressing this…

  14. Preschool teacher's view on learning in preschool in Sweden and Denmark

    DEFF Research Database (Denmark)

    Broström professor m.so., Stig; Frøkjær, Thorleif; Johansson, Inge

    2014-01-01

    The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children’s learning in preschool. The study aimed to answer the following questions: What is ‘learning’? How do children learn? What are the best conditions for children’s learning? What is the role of part...

  15. Task Rotation: Strategies for Differentiating Activities and Assessments by Learning Style. A Strategic Teacher PLC Guide

    Science.gov (United States)

    Silver, Harvey; Moirao, Daniel; Jackson, Joyce

    2011-01-01

    One of the hardest jobs in teaching is to differentiate learning activities and assessments to your students' learning styles. But you and your colleagues can learn how to do this together when each of you has this guide to the Task Rotation strategy from our ultimate guide to teaching strategies, "The Strategic Teacher". Use the guide in your…

  16. Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

    Science.gov (United States)

    Yusop, Farrah Dina; Sumari, Melati

    2015-01-01

    The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

  17. Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

    NARCIS (Netherlands)

    Pedaste, Margus; Lazonder, Adrianus W.; Raes, Annelies; Wajeman, Claire; Moore, Emily; Girault, Isabelle; Eberle, Julia; Lund, Kristine; Tchounikine, Pierre; Fischer, Frank

    2016-01-01

    Inquiry learning in technology-enhanced learning (TEL) environments has potential to support science learning. The “symbiosis” between teachers and TEL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically

  18. What's in a Name: Dimensions of Social Learning in Teacher Groups

    Science.gov (United States)

    Vrieling, E.; van den Beemt, A.; de Laat, M.

    2016-01-01

    Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review…

  19. Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

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    Al-Furaydi, Ahmed Ajab

    2013-01-01

    This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…

  20. Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

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    Pang, Ming Fai; Ling, Lo Mun

    2012-01-01

    The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

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

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    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.

  2. Australia's Supervising Teachers: Motivators and Challenges to Inform Professional Learning

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    Nielsen, Wendy; Mena, Juanjo; Clarke, Anthony; O'Shea, Sarah; Hoban, Garry; Collins, John

    2017-01-01

    This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and…

  3. What Can We Learn from Teacher Dissent Online?

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    Stitzlein, Sarah M.; Quinn, Sarah

    2012-01-01

    Given the prevailing spirit of teacher frustration regarding current educational policy, the authors perused frequently visited teacher blogs and discussion boards in the summer of 2009 to determine whether teachers are effectively using them to express professionally informed political dissent regarding educational policy. While many teachers are…

  4. Challenging Teacher Bias: Implementing a Community Learning Fair

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    Lafferty, Karen Elizabeth; Pang, Valerie Ooka

    2014-01-01

    Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and…

  5. Novice Teachers Learning from Others: Mentoring in Shanghai Schools

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    Salleh, Hairon; Tan, Charlene

    2013-01-01

    This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

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

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    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.

  7. Multidimensionality of Teachers' Graded Responses for Preschoolers' Stylistic Learning Behavior: The Learning-to-Learn Scales

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    McDermott, Paul A.; Fantuzzo, John W.; Warley, Heather P.; Waterman, Clare; Angelo, Lauren E.; Gadsden, Vivian L.; Sekino, Yumiko

    2011-01-01

    Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to…

  8. Teacher learning in technology professional development and its impact on student achievement in science

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    Lee, Hyunju; Longhurst, Max; Campbell, Todd

    2017-07-01

    This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.

  9. Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

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    Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

    2018-01-01

    To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

  10. An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach

    Science.gov (United States)

    Lebec, Michael Thomas

    Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers learn biology in the online environment and how this setting influences the learning process. Quantitative and qualitative methodologies are employed in an attempt to provide a more complete perspective than typical studies of online learning. Concept maps, tests, and online discussion transcripts are compared as measures of assimilated knowledge, while interviews reflect participants' views on the course. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to conditional knowledge. Qualitative examination of concept maps demonstrates gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes towards online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy teaching schedules and the absence of accountability.

  11. Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

    Science.gov (United States)

    Chittleborough, Gail

    2014-06-01

    The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

  12. Scaffolding and interventions between students and teachers in a Learning Design Sequence

    Directory of Open Access Journals (Sweden)

    Eva Edman Stålbrandt

    Full Text Available The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS, based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

  13. Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool

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    Kamaruddin, Kamarulzaman; Abdullah, Che Anuar Che; Idris, Mohd Noor; Nawi, Mohd Nasrun Mohd

    2017-10-01

    The purpose of this study is to investigate the level of ICT integration in teaching and learning in private preschool in Malaysia. A total 61 teachers from 10 private preschools in the district of Mualim in the state of Perak Malaysia were randomly chosen in this survey research. The findings revealed that most of the teachers were knowledgeable about the educational ICT application. However, the findings revealed that the teachers' level of ICT integration is still at the low level. This is based on the results of a study that most of the teachers are normal users and ICT application was used for their own work rather than using it in their teaching and learning in the classroom. In addition, the findings indicated that teachers' awareness towards the important of ICT in teaching and learning is not encouraging and this issue is related to the training provided, equipment and time constraints that hinder the integration of ICT.

  14. Teachers' Understanding of the Role of Executive Functions in Mathematics Learning.

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    Gilmore, Camilla; Cragg, Lucy

    2014-09-01

    Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term "executive functions." This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.

  15. Teachers' Understanding of the Role of Executive Functions in Mathematics Learning

    Science.gov (United States)

    Gilmore, Camilla; Cragg, Lucy

    2014-01-01

    Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers. PMID:25674156

  16. 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.

  17. 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.

  18. Situating teacher learning in the practice of mathematics and science teaching

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    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

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

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    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

  20. Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

    Science.gov (United States)

    Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

    2015-01-01

    Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…