OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 274 dari 34169, Total: 341690 data)
Evidence for Teachers’ Change While Participating in a Continuous Professional Development Programme and Implementing the Inquiry Approach in the Chemistry Laboratory
klik untuk membaca file PDF
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 593-617 |
| Abstrak | : | In this study our goal was to better understand the development of chemistry teachers who are involved in a continuous professional development (CPD) programme, focusing on using the inquiry approach in the chemistry classroom?laboratory, followed by protocols assembled in a portfolio that can be used to demonstrate evidence?based practice in chemistry teaching in the inquiry laboratory. Fourteen experienced chemistry teachers participated in a workshop, coordinated by three CPD providers from the Department of Science Teaching, at the Weizmann Institute of Science. The meetings, lasting about three hours, were conducted once a month. Of the fourteen teachers, some were videotaped while conducting inquiry?type experiments in their classes, and were interviewed immediately afterwards. Based on the findings, we conclude that the CPD programme contributed to the professional development of the teachers. The teachers became more reflective and more aware of their practice. In addition, we observed a change in their pedagogical knowledge and content knowledge regarding the inquiry teaching. Moreover, their anxiety concerning the implementation of the programme was reduced significantly throughout the year. |
Evidence-Based Professional Development of Science Teachers in Two Countries
| Pengarang | : | Christine Harrison |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 30 (No. 5) |
| Halaman | : | 577-591 |
| Abstrak | : | The focus of this collaborative research project of King’s College London, and the Weizmann Institute, Israel is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development (CPD) programmes that lead towards such practice. The interest lies in what processes and inputs are required to help secondary?school science teachers develop expertise in a specific aspect of science teaching. It focuses on the design of the CPD programmes and examines the importance of an evidence?based approach through portfolio?construction in which professional dialogue paves the way for teacher learning. The set of papers highlights the need to set professional challenges while tailoring CPD to teachers’ needs to create an environment in which teachers can advance and transform their practice. The cross?culture perspective adds to the richness of the development and enables the researchers to examine which aspects are fundamental to the design by considering similarities and differences between the domains. |
Teachers' Work Today: Exploring finnish teachers’ narratives
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 137 (No. 137) |
| Halaman | : | 1-10 |
| Abstrak | : | This study employs narrative as a theoretical perspective and methodological approach, looking at the current nature of teachers' work from the viewpoint of 25 Finnish basic education teachers. Several categories such as multiple teacher roles and fragmentation of teachers' work, teamwork and multi-professional cooperation, pupils' diverse backgrounds, changed learning skills and behaviour, opportunities and challenges of digitalization, schools' open architecture, and pandemic were identified. These categories illustrate teachers' work today as hectic and changing, involving relational intensification, and as challenging and redefining teachers' identities. The implications for pre- and in-service teachers’ professional development are discussed. |
Exploring What Teachers Notice About Students' Interactional Dynamics During Collaborative Mathematics Problem-Solving and their Connections to Instructional Practice
| Pengarang | : | Munson, Jen ,Osuna, Jennifer M. |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 137 (No. 137) |
| Halaman | : | 1-10 |
| Abstrak | : | This paper reports on an exploratory teacher professional development study, in which we examine what teachers noticed about student interactional dynamics during collaborative mathematical activity, as well as how teachers reflected on what they notice in relation to their own instructional practice. Analysis of video records of teachers' discussions show that teachers noticed and made sense of students' interactional dynamics during collaborative mathematics problem-solving. Teachers noticed: (1) how challenging collaboration is for students; (2) the utility of social negotiations; (3) affordances of student intellectual authority; and (4) the mechanics of collaboration. Teachers also made connections to their teaching practice. Across the academic year, teachers used three processes to connect what they've noticed to practice; they: (1) re-interpreted prior experiences, (2) mapped the terrain of collaborative work, and (3) identified value for future action. |
The Importance of an Explicit, Shared School Vision for Teacher Commitment
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 137 (No. 137) |
| Halaman | : | 1-9 |
| Abstrak | : | This study investigated the relationship of different explicit school visions and the presence of a shared school vision among teachers with teachers’ personal commitment to their work. Multilevel analyses of four types of schools show that teachers in schools with an explicit school vision more strongly share the school vision and this shared vision is positively related to their affective and normative commitment. The practical implications of this are discussed. |
Teacher Emotions and Agency Enactment in Online Teaching
| Pengarang | : | Tao, Jian,Yueting Xu,Gao, Xuesong Andy |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 137 (No. 137) |
| Halaman | : | 1-12 |
| Abstrak | : | This semester-long study examines teachers' responses to online teaching with a focus on the interplay between teacher emotions and agency enactment in a Chinese university. Analysis of the data from three-round interviews with 12 teachers revealed highly complex emotional trajectories, which were dominated by outcome emotions and characterised by the co-existence of positive and negative emotions. The multiple facets of teacher emotions (i.e., valence, activation, object focus), together with the underlying appraisals, were closely connected to agency enactment. In turn, agency enactment transformed teachers’ emotional experiences, which was affected by (dis)enabling agent-context relations at multiple levels. |
Chinese Primary School Teachers’ Working Time Allocation After the Enactment of the “Double Reduction” Policy: A mixed-methods study
| Pengarang | : | Teng, Jun ... [et.al.] |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 137 (No. 137) |
| Halaman | : | 1-11 |
| Abstrak | : | This study uses mixed methods to explore Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” Policy. Data were collected from 364 questionnaires and six subsequent in-depth interviews. Findings reveal that despite having brought about some benefits, the “Double Reduction” Policy has increased Chinese primary school teachers’ working time. Moreover, the teachers’ working time is unevenly allocated, with disproportionately more time devoted to subject teaching and less time devoted to professional development. As a result, the nature of the different types of Chinese primary school teachers’ working time further affect the teachers’ perceived workload and work-related stress. Therefore, it is recommended that teachers recieve greater support and time for their ongoing professional development. |
Three Symmetric Double Series by Telescoping
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 130 (No. 5) |
| Halaman | : | 468-477 |
| Abstrak | : | The telescoping method is skillfully employed to evaluate double series expressions for ?????(2) and ?????(3), as well as the Catalan constant G. |
Exploring the Utilization of High-leverage Practices by Teachers
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-9 |
| Abstrak | : | Special education high-leverage practices (HLPs) are designed to highlight practices foundational to teaching students with disabilities. While the field has focused most of its attention on HLPs in preservice teacher preparation, our research shifts attention towards how current educators utilize the HLPs. This study aimed to investigate general (n = 30) and special (n = 30) educators’ perspectives of their utilization of HLPs in support of students with disabilities through a Q-sort methodology. Results of the Q-sort revealed three distinct factor groups. Factor group distributions related to themes of focus on immediate content outcomes, effectiveness, and observance of individualized outcomes. |
“I kind of have that place to sit”: First-year teachers' experiences of belonging
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Teaching and Teacher Education |
| Volume / Edisi | : | 131 |
| Halaman | : | 1-13 |
| Abstrak | : | The first year of teaching is often fraught with difficulties. A sense of belonging can offer succor for first-year teachers as they navigate their new roles. Studies have explored belonging in K-12 students, but few have examined belonging in first-year teachers. To address this gap, I took a qualitative multiple case study approach using data from two semi-structured interviews with nine teachers during their first year in the classroom to explore how they experienced belonging at their schools. Five themes emerged across the cases. I detail these findings and offer suggestions for schools to improve sense of belonging in first-year teachers. |