Search results for: teachers' professional development

Authors: Vida Dones-Jimenez

Abstract:

The main purpose of this study is to determine the preschool teachers’ technology and 21st-century skills and its relation to teachers’ performance. The participants were 94 preschool teachers and 59 school administrators from the CDAPS member schools. The data were collected by using 21st Century Skill, developed by ISSA (2009), Technology Skills of Teachers Survey (2013) and Teacher Performance Evaluation Criteria and Descriptors (200) was modified by the current researcher to suit the needs of her study and was administered personally by her. The surveys were designed to measure the participants’ 21st-century skills, technology skills and teaching performance. The result of the study indicates that the majority of the preschool teachers are the college graduate. Most of them are in the teaching profession for 0 to 10 years. It also indicated that the majority of the school administrators are masters’ degree holder. The preschool teachers are outstanding in their teaching performance as rated by the school administrators. The preschool teachers are skillful in using technology, and they are very skillful in executing the 21st-century skills in teaching. It was further determined that no significant difference between preschool teachers 21st-century skill in regards to educational attainment same as with the number of years in teaching, likewise with their technology skills. Furthermore, the study has shown that there is a very weak relationship between technology and 21st-century skills of preschool teachers, a weak relationship between technology skills and teaching performance and a very weak relationship between 21st-century skills and teaching performance were also established. The study recommends that the preschool teachers should be encouraged to enroll in master degree programs. School administrators should support the implementation of newly adopted technologies and support faculty members at various levels of use and experience. It is also recommended that regular review of the professional development plan be undertaken to upgrade 21st-century teaching and learning skills of preschool teachers.

Keywords: preschool teacher, teaching performance, technology, 21st century skills

Procedia PDF Downloads 376

Authors: Emad Matar Alotaibi

Abstract:

In line with other Arabic countries, Saudi Arabia is currently undergoing large scale school reform in response to key factors brought about by globalization. While there is a growing body of research exploring these systemic changes in urban environments, there is very little published research regarding rural schools. In fact, rural schools are still under-examined globally comparing to their urban and suburban counterparts over a range of reform dimensions. In Saudi Arabia, there are around 1128 rural areas that contain about 3200 schools. Several challenges face rural schools, especially in relation to recruitment, retention, and professional development opportunities for teachers and school leaders. However, there is very little in depth research which explores these issues “on the ground”. The aim of this research is fill this knowledge gap and explore teachers’ and leaders’ perceptions and experiences of working in rural schools in KSA. In Saudi Arabia, there is a growing body of research into school leadership. However, there is very little published research specifically exploring rural schools. By using an in-depth case study approach and adopting an analytical framework based on the interlinking concepts of leadership practices, culture, and CPD, this study offers and significant and original contribution to knowledge in this area. This study also will adopt a qualitative multiple case studies, which is going to employ semi-structured interviews, focus groups, and documentary analysis.

Keywords: leadership practice, school culture, continuing professional development, rural school

Procedia PDF Downloads 49

Authors: S. Odabasi Cimer, A. Cimer

Abstract:

Recently, the poor quality of education, low achieving students, low international exam performances and little or no effect of the education reforms on the teaching in the classrooms are the main problems of education discussed in Turkey. Research showed that the quality of an education system can not exceed the quality of its teachers and teaching. Therefore, in-service training (INSET) courses are important to improve teacher quality, thereby, the quality of education. However, according to the research conducted on the evaluation of the INSET courses in Turkey, they are not effective in improving the quality of teaching in the classroom. The main reason for this result is because INSET courses are conducted and delivered in limited time and presented theoretically, which does not meet the needs of teachers and as a result, the knowledge and skills taught are not used in the classrooms. Recently, developed countries have been using Critical Friends Groups (CFGs) successfully for the purpose of school-based training of teachers. CFGs are the learning groups which contain 6-10 teachers aimed at fostering their capacities to undertake instructional and personal improvement and schoolwide reform. CFGs have been recognized as a critical feature in school reform, improving teaching practice and improving student achievement. In addition, in the USA, teachers have named CFGs one of the most powerful professional development activities in which they have ever participated. Whereas, in Turkey, the concept is new. This study aimed to investigate the implications of application, evaluation, and promotion of CFGs which has the potential to contribute to teacher development and student learning in schools in Turkey. For this purpose, the study employed a qualitative approach and case study methodology to implement the model in high schools. The research was conducted in two schools and 13 teachers working in these schools participated. The study lasted two years and the data were collected through various data collection tools including interviews, meeting transcripts, questionnaires, portfolios, and diaries. The results of the study showed that CFGs contributed professional development of teachers and their students’ learning. It also contributed to a culture of collaborative work in schools. A number of barriers and challenges which prevent effective implementation were also determined.

Keywords: critical friends group, education reform, science learning, teacher education

Procedia PDF Downloads 96

Authors: Siddhartha Dhungana

Abstract:

This article primarily explores dimensions in English language teacher's professionalism so that a teacher could reflect and make a strategic professional devotion to implement effective educational programs for the present and the future. The paper substantially incorporates the eastern Hindu practices, especially life values from the Bhagavad Gita, as a basis of teacher’s professional enrichment. Basically, it applies three categorical practices, i.e., Karma Yoga, Jnana Yoga, and Bhakti Yoga, in teachers’ professionality to illustrate, ignite further ahead and sharpen academic journey, professional journey, and professional devotion reflecting common practices. In this journey, a teacher comes to a stage of professional essence as s/he surpasses Karma Yoga, Jnana Yoga, and Bhakti Yoga with their basic quality formation. To illustrate their essence-making process, the three narrative stories for each category mentioned above are analyzed. The data collected from a research participant who has a high level of professional success and who inspires all English Language teachers in Nepal to develop stories for narrative analysis. The narrative analysis is based on eastern themes that are supported by Vygotsky's concept of developmental psychology. Moreover, the structural analysis is based on Gary Barkhuizen's narrative analysis.

Keywords: Karma Yoga, Jnana Yoga, Bhakti Yoga, Vygotsky's concepts, narrative analysis

Procedia PDF Downloads 128

Authors: Samiah H. Ghounaim

Abstract:

The topic of this paper is significant because of the increasing need for intercultural training for foreign language teachers due to the continuous challenges they face in their diverse classrooms. First, the structure of the intercultural training program designed will be briefly described, and the structure of a 3D vignette and its intended purposes will be elaborated on. This was the first stage where the program was designed and implemented on the period of three months with a group of local and expatriate foreign language teachers/practitioners at a university in the Middle East. After that, a set of primary data collected during the first stage of this research on the design and co-construction process of a 3D vignette will be reviewed and analysed in depth. Each practitioner designed a personal incident into a 3D vignette where each dimension of the vignette viewed the same incident from a totally different perspective. Finally, the results and the implications of having participant construct their personal incidents into a 3D vignette as a reflective practice will be discussed in detail as well as possible extensions for the research. This process proved itself to be an effective reflective practice where the participants were stimulated to view their incidents in a different light. Co-constructing one’s own critical incidents –be it a positive experience or not– into a structured 3D vignette encouraged participants to decentralise themselves from the incidents and, thus, creating a personal reflective space where they had the opportunity to see different potential outcomes for each incident, as well as prepare for the reflective discussion of their vignette with their peers. This provides implications for future developments in reflective writing practices and possibilities for educators’ continuous professional development (CPD).

Keywords: 3D vignettes, intercultural competence training, reflective practice, teacher training

Procedia PDF Downloads 81

Authors: Alberto Mora-Vazquez, Nelly Paulina Trejo Guzmán

Abstract:

This study examines the learning trajectories of twelve language teachers who were former students of a BA in applied linguistics at a Mexican state university. In particular, the study compares the social, academic and professional trajectories of two groups of teachers, six locally raised and educated ones and six repatriated ones from the U.S. Our interest in undertaking this research lies in the wide variety of students’ backgrounds we as professors in the BA program have witnessed throughout the years it has been around. Ever since the academic program started back in 2006, the student population has been made up of students whose backgrounds are highly diverse in terms of English language proficiency level, professional orientations and degree of cross-cultural awareness. Such diversity is further evidenced by the ongoing incorporation of some transnational students who have lived and studied in the United States for a significant period of time before their enrolment in the BA program. This, however, is not an isolated event as other researchers have reported this phenomenon in other TESOL-related programs of Mexican universities in the literature. Therefore, this suggests that their social and educational experiences are quite different from those of their Mexican born and educated counterparts. In addition, an informal comparison of the participation in formal teaching activities of the two groups at the beginning of their careers also suggested that significant differences in teacher training and development needs could also be identified. This issue raised questions about the need to examine the life and learning trajectories of these two groups of student teachers so as to develop an intervention plan aimed at supporting and encouraging their academic and professional advancement based on their particular needs. To achieve this goal, the study makes use of a combination of retrospective life-history research and the analysis of academic documents. The first approach uses interviews for data-collection. Through the use of a narrative life-history interview protocol, teachers were asked about their childhood home context, their language learning and teaching experiences, their stories of studying applied linguistics, and self-description. For the analysis of participants’ educational outcomes, a wide range of academic records, including reports of language proficiency exams results and language teacher training certificates, were used. The analysis revealed marked differences between the two groups of teachers in terms of academic and professional orientations. The locally educated teachers tended to graduate first, to look for further educational opportunities after graduation, to enter the language teaching profession earlier, and to expand their professional development options more than their peers. It is argued that these differences can be explained by their identities, which are made up of the interplay of influences such as their home context, their previous educational experiences and their cultural background. Implications for language teacher trainers and applied linguistics academic program administrators are provided.

Keywords: beginning language teachers, life-history research, Mexican context, transnational students

Procedia PDF Downloads 399

Authors: Jonathan E. Oghenekohwo

Abstract:

The return to scale constitutes a significant investment index in the determination of the quantum of resources that is deployed in investment decision on worker’s continuing professional development. Such investment decision is always predicted on the expected outcomes to the individual, institution and the society in context. Several investments in the development of human capacity on the job have been made, but the return to the scale of such seems not to have been correlated positively with the quantum of resources invested in terms of productivity and performance among workers in many universities. This paper thus found out that, despite the commitment and policy instrument to avail workers the right of continuing professional development, the multiplier effects are not evident in diligence, commitment, honesty, dedication, productivity and improved performance on the job among most administrative staff in Nigerian Universities This author, therefore concludes that, given the policy on the right of workers to get trained on-the job, the outcomes of such training must reflect on the overall performance indices, otherwise, institutions should carry out a forensic analysis of the types of continuing professional development programmes that workers participate in, whether or not, they are consistent with the vision and mission of the institutions in terms of economies of scale of workers professional development to the individual, institution and the nation in context.

Keywords: continuing, professional development, economies of scale, worker’s education, administrative staff

Procedia PDF Downloads 289

Authors: Vilma Zydziunaite, Vaida Jurgile, Roman Balandiuk

Abstract:

The concept of teacher leadership is related to professionals who are capable to influence the organisational culture and behavior. The study aim was to gain the understanding of how teachers experience leadership through educational interactions with students in a classroom. The aim of the research is to identify how teachers experience leadership in their everyday professional life through educational interactions with students in a classroom. The lifeworld research was performed in the study. Twenty-four teachers participated in qualitative research. Data was collected via semi-structured interviews and analysed by using phenomenological analysis. Findings highlight that teacher leadership through educational interactions with students in a classroom is implemented through the following aspects: contributing, being authentic and demarcating, being influential, empowering, respecting, ensuring equality, contributing, being acknowledged, experiencing resentment, and being condemned.

Keywords: teacher leadership, school, student, lifeworld research, phenomenology, professional experience

Procedia PDF Downloads 62

Authors: Kemal Kehan, Emine Aktas Bajalan

Abstract:

This study was carried out to determine the burnout levels and related factors of teachers working in primary schools affiliated to the Turkish Republic of Northern Cyprus (TRNC) Ministry of National Education during the COVID-19 pandemic period. The research was conducted in descriptive cross-sectional design. The population of the research consists of 1071 teachers working in 93 primary schools in 6 central districts affiliated to the TRNC Ministry of National Education in the 2021-2022 academic year. When the sample size of the study was calculated by power analysis, it was determined that 202 teachers should be reached with 95% confidence (1-α), 95% test power (1-β) and d=0.5 effect size. Within the scope of the inclusion criteria of the research, the main sample of the study consisted of 300 teachers and the baist random sampling method was used. The data were collected using the Sociodemographic Data Form consisting of 34 questions, including the sociodemographic characteristics of the teachers and the 22-item Maslach Burnout Scale (MBS). The analysis of the data was carried out using descriptive and correlational analyzes in the SPSS 22 package program. In the study, it was determined that 65% of the teachers were women, 68% were married, 84% had a bachelor's degree, 70.33% had children, and 67.67% were dependents. Regarding how teachers evaluate the COVID-19 pandemic period; 90% of them said, “I am worried about my family's health and the risk of infection”, 80% of them, “I feel that my profession does not get the value it deserves”, 75.67% of them mentioned “My hopes for the future have started to wane”, 75.33% of them say “I am worried about my own health”. It was determined that they gave the answer of, “I am worried about the issue”. It was found that the teachers' MBS total score average was 48.63±8.01, the burnout level was moderate, and the average score they got from the sub-dimensions of the scale was also moderate. It has been found that there are negative correlations between the professional satisfaction scores of the teachers during and before the COVID-19 pandemic and the scores they received from the general and sub-dimensions of MBS. It was determined that there was a statistically significant difference (p<0.05) between the scores of teachers diagnosed with COVID-19 from the scale and its sub-dimensions. As a result, it is suggested that social activities should be increased and professional development and promotion opportunities should be offered in order to ensure that teachers are satisfied with their work areas, to reduce their burnout levels or to prevent them completely.

Keywords: teachers, burnout, maslach burnout scale, pandemic, online education

Procedia PDF Downloads 41

Authors: Baoliang Xu

Abstract:

The future of education should focus on creating meaningful learning for learners. Play is a basic form and an important means of carrying out kindergarten educational activities, which promotes the creation and development of meaningful learning and is of great importance in the harmonious physical and mental development of young children. Through literature research and case studies, this paper finds that: meaningful learning has the characteristics of contextuality, interaction and constructiveness; teachers should pay great attention to the guidance of children's games, fully respect children's autonomy and create a prepared game environment; children's meaningful learning exists in games and hidden in things that interest them, and "the generation of questions The "generation of questions" fuels the depth of children's meaningful learning, and teachers' professional support helps children's meaningful learning to develop continuously. In short, teachers' guidance of young children's play should be emphasized to effectively provide scaffolding instruction to promote meaningful learning in a holistic manner.

Keywords: meaningful learning, young childhood, game, case study

Procedia PDF Downloads 40

Authors: Alex Baratta

Abstract:

In Britain, accent is arguably still a sensitive issue, and for broad regional accents in particular, the connotations can often be quite negative. Within primary and secondary teaching, what might the implications be for teachers with such accents? To investigate this, the study collected the views of 32 British trainee teachers via semi-structured interviews, and questionnaires, to understand how their accent plays a role in the construction of a professional identity. From the results, it is clear that for teachers from the North and Midlands, in particular, accent modification is something that is required by their mentors; for teachers from the Home Counties, accent is rarely mentioned. While the mentors’ rationale for accent modification is to ensure teachers are better understood and/or to sound ‘professional’, many teachers feel that it is a matter of linguistic prejudice and therefore regard an accent modified for someone else as leading to a fraudulent identity. Moreover, some of the comments can be quite blunt, such as the Midlands teacher who resides in the South being told that it was ‘best to go back to where you come from’ if she couldn’t modify her accent to Southern pronunciation. From the results, there are three broad phonological changes expected: i) Northern/Midlands-accented teachers need to change to Southern pronunciation in words such as bath and bus; thus, a change from [baθ] [bʊs] to [bɑ:θ] [bʌs], ii) Teachers from the North, notably Yorkshire, told to change from monophthongs to diphthongs; thus, a change from [go:] to [goʊ], iii) Glottal stops are to be avoided; a teacher from South London was told by her mentor to write the word ‘water’ with a capital t (waTer), in order to avoid her use of a glottal stop. Thus, in a climate of respect for diversity and equality, this study is timely for the following reasons. First, it addresses an area for which equality is not necessarily relevant – that of accent in British teaching. Second, while many British people arguably have an instinct for ‘broad’ versus more ‘general’ versions of regional accents, there appear to be no studies which have attempted to explain what this means from a purely phonological perspective. Finally, given that the Teachers’ Standards do not mention accent as part of the desired linguistic standards, this study hopes to start a national debate as to whether or not they should, rather than shy away from what can be a potentially complex – and sensitive – topic.

Keywords: accent, accommodation, identity, teaching

Procedia PDF Downloads 123

Authors: Nazym Alykpashova

Abstract:

This article is based on the results of the action research at Nazarbayev Intellectual School in Pavlodar, Kazakhstan. The participants of this research were high school students who study Global Perspectives and Project Work course. Intellectual schools are designed to become an experimental site that develops, monitors, studies, analyzes, approves, implements modern models of educational programs. Subjects in NIS aimed to develop skills that will be useful for students in their life. Students learn how to do projects, research credible information, solve different issues. Many subjects cover complex topics, and most teachers feel that they often have to deliver a lot of information within one hour. Many educators recognize Conceptual Teaching, as well as Conceptual Learning, has a lot of benefits for students in terms of developing their perception of the subject topics. This qualitative paper presents findings of two research questions which explored high school students’ perception of conceptual teaching and its impact on their academic performance. Individual semi-structured interviews and observations were conducted with Global Perspectives teachers and students. The results of this action research assist teachers reflect on their professional practice.

Keywords: concept-based teaching, students’ research skills, teacher’s professional development, kazakhstan

Procedia PDF Downloads 116

Authors: Martin Hagan

Abstract:

Teacher identity has been recognised as a crucial field of research which supports understanding of the ways in which teachers navigate the complexities of professional life in order to grow in competence, knowledge and practice. As a field of study, teacher identity is concerned with understanding: how identity is defined; how it develops; how teachers make sense of their emerging identity; and how the act of teaching is mediated through the individual teacher’s values, beliefs and sense of professional self. By comparing two particular, socially constructed learning contexts or ‘learning milieu’, one in Northern Ireland and the other in the United States of America, this study aims specifically, to gain better understanding of how teacher identity develops during the initial phase of teacher education. The comparative approach was adopted on the premise that experiences are constructed through interactive, socio-historical and cultural negotiations with others within particular environments, situations and contexts. As such, whilst the common goal is to ‘become’ a teacher, the nuances emerging from the different learning milieu highlight variance in discourse, priorities, practice and influence. A qualitative, interpretative research design was employed to understand the world-constructions of the participants through asking open-ended questions, seeking views and perspectives, examining contexts and eventually deducing meaning. Data were collected using semi structured interviews from a purposive sample of student teachers (n14) in either the first or second year of study in their respective institutions. In addition, a sample of teacher educators (n5) responsible for the design, organisation and management of the programmes were also interviewed. Inductive thematic analysis was then conducted, which highlighted issues related to: the participants’ personal dispositions, prior learning experiences and motivation; the influence of the teacher education programme on the participants’ emerging professional identity; and the extent to which the experiences of working with teachers and pupils in schools in the context of the practicum, challenged and changed perspectives on teaching as a professional activity. The study also highlights the varying degrees of influence exercised by the different roles (tutor, host teacher/mentor, student) within the teacher-learning process across the two contexts. The findings of the study contribute to the understanding of teacher identity development in the early stages of professional learning. By so doing, the research makes a valid contribution to the discourse on initial teacher preparation and can help to better inform teacher educators and policy makers in relation to appropriate strategies, approaches and programmes to support professional learning and positive teacher identity formation.

Keywords: initial teacher education, professional learning, professional growth, teacher identity

Procedia PDF Downloads 34

Authors: Zeynep Guler

Abstract:

Argumentation and the production of scientific arguments are essential components that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. Incorporating argumentation into science classrooms is challenging and can be a long-term process for both students and teachers. Students have difficulty in engaging tasks that require them to craft arguments, evaluate them to seek weaknesses, and revise them. Teachers also struggle with facilitating argumentation when they have underdeveloped science practices, underdeveloped pedagogical knowledge for argumentation science teaching, or underdeveloped teaching practice with argumentation (or a combination of all three). Thus, there is a need to support teachers in developing pedagogy for science teaching as argumentation, planning and implementing teaching practice for facilitating argumentation and also in becoming more agentic in this regards. Looking specifically at the experience of agency within education, it is arguable that agency is necessary for teachers’ renegotiation of professional purposes and practices in the light of changing educational practices. This study investigated how science teachers develop pedagogy for argumentation both individually and with their colleagues and also how teachers become more agentic (or not) through the active engagement of their contexts-for-action that refer to this as an ecological understanding of agency in order to positively influence or change their practice and their students' engagement with argumentation over two academic years. Through educational design study, this study conducted with three secondary science teachers (key stage 3-year 7 students aged 11-12) in the UK to find out if similar or different patterns of developing pedagogy for argumentation and of becoming more agentic emerge as they engage in planning and implementing a cycle of activities during the practice of teaching science with argumentation. Data from video and audio-recording of classroom practice and open-ended interviews with the science teachers were analysed using content analysis. The findings indicated that all the science teachers perceived strong agency in their opportunities to develop and apply pedagogical practices within the classroom. The teachers were pro-actively shaping their practices and classroom contexts in ways that were over and above the amendments to their pedagogy. They demonstrated some outcomes in developing pedagogy for argumentation and becoming more agentic in their teaching in this regards as a result of the collaboration with their colleagues and researcher; some appeared more agentic than others. The role of the collaboration between their colleagues was seen crucial for the teachers’ practice in the schools: close collaboration and support from other teachers in planning and implementing new educational innovations were seen as crucial for the development of pedagogy and becoming more agentic in practice. They needed to understand the importance of scientific argumentation but also understand how it can be planned and integrated into classroom practice. They also perceived constraint emerged from their lack of competence and knowledge in posing appropriate questions to help the students engage in argumentation, providing support for the students' construction of oral and written arguments.

Keywords: argumentation, teacher professional development, teacher agency, students' construction of argument

Procedia PDF Downloads 113

Authors: Laila Niklasson

Abstract:

The aim of the study is to critically discuss how partner schools are engaged during Initial teacher education, ITE. The background is an experiment in Sweden where the practicum organization is reorganized due to a need to enhance quality during practicum. It is a national initiative from the government, supported by the National Agency of Education and lasts 2014-2019. The main features are concentration of students to school with a certain amount of mentors, mentors who have a mentor education and teachers with relevant subject areas and where there could be a mentor team with a leader at the school. An expected outcome is for example that the student teachers should be engaged in peer-learning. The schools should be supported by extra lectures from university teachers during practicum and also extra research projects where the schools should be engaged. A case study of one university based ITE was carried out to explore the consequences for the schools not selected. The result showed that from engaging x schools in a region, x was engaged. The schools are both in urban and rural areas, mainly in the latter. There is also a tendency that private schools are not engaged. On a unit level recruitment is perceived as harder for schools not engaged. In addition they cannot market themselves as ´selected school´ which can affect parent´s selection of school for their children. Also, on unit level, but with consequences for professional development, they are not selected for research project and thereby are not fully supported during school development. The conclusion is that from an earlier inclusive approach concerning professions where all teachers were perceived as possible mentors, there is a change to an exclusive approach where selected schools and selected teachers should be engaged. The change could be perceived as a change in governance mentality, but also in how professions are perceived, and development work is pursued.

Keywords: initial teacher education, practicum schools, profession, quality development

Procedia PDF Downloads 112

Authors: Araceli Martinez Ortiz, Gillian Bayne, Solomon Abraham

Abstract:

This paper describes research led by faculty from three American universities and four Ethiopian universities on the delivery of professional leadership development for early-career female Ethiopian university instructors in the Science, Technology, Engineering, and Mathematics (STEM) fields. The objective was to carry out a case study focused on the impact of an innovative intervention program designed to assist in the empowerment and leadership development related to teaching effectiveness, scholarly activity participation, and professional service participation by female instructors. This research was conducted utilizing a case study methodology for the weeklong intervention and a survey to capture the voices of the leadership program participants. The data regarding insights into the challenges and opportunities for women in these fields is presented. The research effort project expands upon existing linkages between universities to support professional development and research effort in this region of the world. Findings indicate the positive reception of this kind of professional development by the participating women. Survey data also reflects the particular cultural challenges professional women in STEM education face in Ethiopia as well as the global challenges of balancing family expectations with career development.

Keywords: Ethiopian women, STEM leadership, professional development, gender equity

Procedia PDF Downloads 80

Authors: Ahmet Oguz Akturk, Kemal Izci, Gurbuz Caliskan, Ismail Sahin

Abstract:

Rapid developments in technology are to necessitate societies to closely follow technological developments and change themselves to adopt those developments. It is obvious that one of the areas that are impacted from technological developments is education. Analyzing preservice teachers’ attitudes toward technology is crucial for both educational and professional purposes since teacher candidates are essential for educating future individual living in technological age. In this study, it is aimed to analyze preservice teachers’ attitudes toward technology and some variables (e.g., gender, daily internet usage and possessed technological devices) that predicting those attitudes. In this study, relational survey model used as research method and 329 preservice teachers who are studying in a large university located at the middle part of Turkey are voluntarily participated. Results of the study showed that mostly preservice teachers displayed positive attitudes toward technology while male preservice teachers’ attitudes toward technology was more positive than female preservice teachers. In order to analyze predicting factors for preservice teachers’ attitudes toward technology, stepwise multiple regressions were utilized. The results of stepwise multiple regression showed that daily internet use was the most strong predicting factor for predicting preservice teachers’ attitudes toward technology.

Keywords: attitudes toward technology, preservice teachers, gender, stepwise multiple regression analysis

Procedia PDF Downloads 259

Authors: Monique Somma

Abstract:

As special education service delivery models are shifting in order to better meet the academic and social rights of students with exceptionalities, teaching practices must also align with these goals. This phenomenological case study explored the change experiences of special education teachers who have transitioned from teaching in a self-contained special education class to an inclusive class setting. Ten special educators who had recently changed their teaching roles to inclusive classrooms, completed surveys and participated in a focus group. Of the original ten educators, five chose to participate further in individual interviews. Data collected from the three methods was examined and compared for common themes. Emergent themes included, support and training, attitudes and perceptions, inclusive practice, growth and change, and teaching practice. The overall findings indicated that despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others and systematic barriers in the education system. They were equally surprised by the overall social and academic performance of students with exceptionalities in inclusive classes, as well as, the social and academic growth and development of the other students in the class. Over the course of their careers, they all identified an overall personal pedagogical shift, to some degree or another, which they contributed to the successful experiences of inclusion they had. They also recognized that collaborating with others was essential for inclusion to be successful. The findings from this study suggest several implications for professional development and training needs specific to special education teachers moving into inclusive settings. Maximizing the skills of teachers with special education experience in a Professional Learning Community (PLC) and mentorship opportunities would be beneficial to all staffs working toward creating inclusive classrooms and schools.

Keywords: attitudes and perceptions, inclusion of students with exceptionalities, special education teachers, teacher change

Procedia PDF Downloads 200

Authors: Ahmad Ardillah Rahman

Abstract:

The decentralisation policy in education has been a trend in some countries in the last two decades. In Indonesia, the implementation of the policy has been introduced since 2003 with the occurrence of School-Based Management policy. The reform has affected the way principals and teachers should involve in school practices in which more autonomies and flexibilities are given to teachers in conducting their teaching practices. Almost 13 years since the policy was firstly introduced, the government and teachers in Indonesia still face some obstacles in maximising the potential benefits of the implementation of the decentralised education system. This study, thus, critically analyses the challenges of decentralised education policy for teachers in Indonesian education context. The purposes of this study are threefold. Firstly, it will explore the history of policy transformation from a centralised to a decentralised education policy. Secondly, it points out the advantages of the decentralised policy implementation. The last, it provides a comprehensive description of challenges faced by Indonesian teachers with the new roles in designing and implementing a curriculum. By using data from existing surveys and research, this study concludes that to successfully implement the transformation in the educational reform of Indonesia, continual and gradual teachers’ training, professional career pathway, and local monitoring for teachers should be developed and strengthened.

Keywords: curriculum design, decentralisation, school-based management, teachers’ autonomy

Procedia PDF Downloads 292

Authors: Yan Li, Qi-Fan Jia, Jie Zhou

Abstract:

In today’s China, primary and secondary teachers are living a hard life with high pressure but low payment, which results in a sense of unfair and less satisfaction of life. However, teachers’ life satisfaction is a significant factor of their mental health and plays an important role in the development and progress of the society. This study was aimed to explore the effect of teachers’ perception of social justice on life satisfaction. 450 primary and secondary teachers from China were measured with life satisfaction scales, social justice scales, income satisfaction scale, job satisfaction scale, pressure condition scale, and major life event scale. Results showed their pressure is significantly higher than average, while life satisfaction, job satisfaction, income satisfaction and perceived social justice are lower. Hierarchical regression analysis showed that demographic variables, i.e., gender, age, education level and matric status, and factors related to occupation, i.e., professional title, school type and working hours per day cannot predict teachers’ life satisfaction. Teachers who had worked for 11-20 years had a lower life satisfaction compared to those with 1-5 years working experience. However, social status, monthly household income, income satisfaction, as well as job satisfaction were positively related to life satisfaction, whereas pressure condition was negatively related to it. After controlling for demographic factors and individual attitudes, social justice still had a positive effect on life satisfaction, among which distributive justice played a more important role than procedural justice. The suggestions on teachers’ condition in China and the implications for education reform to improve teachers’ mental health are discussed.

Keywords: life satisfaction, mental health, primary and secondary teachers, social justice

Procedia PDF Downloads 282

Authors: Andréanne Gagné, Jo Anni Joncas, Éric Tendon

Abstract:

Teaching in vocational training requires an excellent mastery of the trade being taught, but also solid professional skills in pedagogy. Teachers are typically recruited on the basis of their trade expertise, and they do not necessarily have training or experience in pedagogy. In order to counter this lack, the Ministry of Education (Québec, Canada) requires them to complete a 120-credit university program to obtain their teaching certificate. They must complete this training in addition to their teaching duties. This training was rarely planned in the teacher’s life course, and each teacher approaches it differently: some are enthusiastic, but many feel reluctant discouragement and even frustration at the idea of committing to a training program lasting an average of 10 years to completion. However, Quebec is experiencing an unprecedented shortage of teachers, and the perseverance of vocational teachers in their careers requires special attention because of the conditions of their specific integration conditions. Our research examines the perceptions that vocational teachers in training have of their academic experience in pre-service teaching. It differs from previous research in that it focuses on the influence of the academic experience on the teaching employment experience. The goal is that by better understanding the university experience of teachers in vocational education, we can identify support strategies to support their school experience and their teaching. To do this, the research is based on the theoretical framework of the sociology of experience, which allows us to study the way in which these “teachers-students” give meaning to their university program in articulation with their jobs according to three logics of action. The logic of integration is based on the process of socialization, where the action is preceded by the internalization of values, norms, and cultural models associated with the training context. The logic of strategy refers to the usefulness of this experience where the individual constructs a form of rationality according to his objectives, resources, social position, and situational constraints. The logic of subjectivation refers to reflexivity activities aimed at solving problems and making choices. These logics served as a framework for the development of an online questionnaire. Three hundred respondents, newly enrolled in an undergraduate teaching program (bachelor's degree in vocational education), expressed themselves about their academic experience. This paper relates qualitative data (open-ended questions) subjected to an interpretive repertory analysis approach to descriptive data (closed-ended questions) that emerged. The results shed light on how the respondents perceive themselves as teachers and students, their perceptions of university training and the support offered, and the place that training occupies in their professional path. Indeed, their professional and academic paths are inextricably linked, and it seems essential to take them into account simultaneously to better meet their needs and foster the development of their expertise in pedagogy. The discussion focuses on the strengths and limitations of university training from the perspective of the logic of action. The results also suggest support strategies that can be implemented to better support the integration and retention of student teachers in professional education.

Keywords: teacher, vocational training, pre-service training, academic experience

Procedia PDF Downloads 78

Authors: Gail Joseph

Abstract:

In the United States, to advance the quality and education requirements of PreK teachers, there are concerns regarding barriers for existing early childhood educators to access formal degrees and ongoing professional development. Barriers exist related to affordability and access. Affordability is a key factor that impacts teachers access to degree programs. The lack of financial resources makes it difficult for many qualified candidates to begin, and complete, degree programs. Even if funding was not an issue, accessibility remains a pressing issue in higher education. Some common barriers include geography, long work hours, lack of professional community, childcare, and clear articulation agreements. Greater flexibility is needed to allow all early childhood professionals to pursue college coursework that takes into consideration the many competing demands on their schedules. For these busy professionals, it is particularly important that professional development opportunities are available “on demand” and are seen as relevant to their work. Courses that are available during non-traditional hours make attendance more accessible, and professional development that is relevant to what they need to know and be able to do to be effective in their current positions increase access to and the impact of ongoing professional education. EarlyEdU at the University of Washington provides institutes of higher education and state professional development systems with free comprehensive, competency based college courses based on the latest science of how to optimize child learning and outcomes across developmental domains. The coursework embeds an intentional teaching framework which requires teachers to know what to do in the moment, see effective teaching in themselves and others, enact these practices in the classroom, reflect on what works and what does not, and improve with thoughtful practices. Reinforcing the Intentional Teaching Framework in EarlyEdU courses is the Coaching Companion, an open source, web-based video annotation learning tool that supports coaching in higher education by enabling students to view and refine their teaching practices. The tool is integrated throughout EarlyEdU courses. With the Coaching Companion, students see upload teaching interactions on video and then reflect on the degree to which they incorporate evidence-based practices. Coaching Companion eliminates the traditional separation of theory and practice in college-based teacher preparation. Together, the Intentional Teaching Framework and the Coaching Companion transform the course instructor into a job-embedded coach. The instructor watches student interactions with children on video using the Coaching Companion and looks specifically for interactions defined in course assignments, readings, and lectures. Based on these observations, the instructor offers feedback and proposes next steps. Developed on federal and philanthropic funds, all EarlyEdU courses and the Coaching Companion are available for free to 2= and 4-year colleges and universities with early childhood degrees, as well as to state early learning and education departments to increase access to high quality professional development. We studied the impact of the Coaching Companion in two courses and demonstrated a significant increase in the quality of teacher-child interactions as measured by the PreK CLASS quality teaching assessment. Implications are discussed related to policy and practice.

Keywords: education technology, distance education, early childhood education, professional development

Procedia PDF Downloads 99

Authors: Majed A. Alsalem

Abstract:

Universal Design for Learning (UDL) is common theme in education across the US and an influential model and framework that enables students in general and particularly students who are deaf and hard of hearing (DHH) to access the general education curriculum. UDL helps teachers determine how information will be presented to students and how to keep students engaged. Moreover, UDL helps students to express their understanding and knowledge to others. UDL relies on technology to promote students' interaction with content and their communication of knowledge. This study included 120 DHH students who received daily instruction based on UDL principles. This study presents the results of the study and discusses its implications for the integration of UDL in day-to-day practice as well as in the country's education policy. UDL is a Western concept that began and grew in the US, and it has just begun to transfer to other countries such as Saudi Arabia. It will be very important to researchers, practitioners, and educators to see how UDL is being implemented in a new place with a different culture. UDL is a framework that is built to provide multiple means of engagement, representation, and action and expression that should be part of curricula and lessons for all students. The purpose of this study is to investigate the variables associated with the implementation of UDL in Saudi Arabian schools and identify the barriers that could prevent the implementation of UDL. Therefore, this study used a mixed methods design that use both quantitative and qualitative methods. More insights will be gained by including both quantitative and qualitative rather than using a single method. By having methods that different concepts and approaches, the databases will be enriched. This study uses levels of collecting date through two stages in order to insure that the data comes from multiple ways to mitigate validity threats and establishing trustworthiness in the findings. The rationale and significance of this study is that it will be the first known research that targets UDL in Saudi Arabia. Furthermore, it will deal with UDL in depth to set the path for further studies in the Middle East. From a perspective of content, this study considers teachers’ implementation knowledge, skills, and concerns of implementation. This study deals with effective instructional designs that have not been presented in any conferences, workshops, teacher preparation and professional development programs in Saudi Arabia. Specifically, Saudi Arabian schools are challenged to design inclusive schools and practices as well as to support all students’ academic skills development. The total participants in stage one were 336 teachers of DHH students. The results of the intervention indicated significant differences among teachers before and after taking the training sessions associated with their understanding and level of concern. Teachers have indicated interest in knowing more about UDL and adopting it into their practices; they reported that UDL has benefits that will enhance their performance for supporting student learning.

Keywords: deaf and hard of hearing, professional development, Saudi Arabia, universal design for learning

Procedia PDF Downloads 411

Authors: Meilan Jin, Mary Jane Moran

Abstract:

This study aims to introduce the framework of culturally responsive home visiting (CRHV) to head start teacher professional sessions in the Southeastern of the US and investigate its influence on the evolving beliefs of teachers about their roles and relationships with families in-home visits. The framework orients teachers to an effective way of taking on the role of learner to listen for spoken and unspoken needs and look for family strengths. In addition, it challenges the deficit model that is grounded on 'cultural deprivation,' and it stresses the value of family cultures and advocates equal, collaborative parent-teacher relationships. The home visit reflection papers and focus group transcriptions of eight teachers have been collected since 2010 throughout a five-year longitudinal collaboration with them. Reflection papers were written by the teachers before and after introducing the CRHV framework, including the details of visit purposes and actions and their plans for later home visits. Particularly, the CRHV framework guided the teachers to listen and look for information about family-living environments; parent-child interactions; child-rearing practices; and parental beliefs, values, and needs. Two focus groups were organized in 2014 by asking the teachers to read their written reflection papers and then discussing their shared beliefs and experiences of home visits in recent years. The average length of the discussions was one hour, and the discussions were audio-recorded and transcribed verbatim. Moreover, the data were analyzed using constant comparative analysis, and the analysis was verified through (a) the uses of multiple data sources, (b) the involvement of multiple researchers, (c) coding checks, and (d) the provisions of the thick descriptions of the findings. The study findings corroborate that the teachers become to reposition themselves as 'knowledge seekers' through reorienting their cynosure toward 'setting stones' to learn, grow, and change rather than framing their home visits. The teachers also continually engage in careful listening, observing, questioning, and dialoguing, and these actions reflect their care toward parents. The value of teamwork with parents is advocated, and the teachers recognize that when parents feel empowered, they are active and committed to doing more for their children, which can further advantage proactive long-term parent-teacher collaborations. The study findings also validate that the framework is influential for educators to provide the experiences of home visiting that is culturally responsive and to share collaborative relationships with caregivers. The long-term impact of the framework further implies that teachers continue to put themselves in the position of evolving, including beliefs and actions, to better work with children and families who are culturally, ethnically, and linguistically different from them. This framework can be applicable to educators and professionals who are looking for avenues to bridge the relationship between home and school and parents and teachers.

Keywords: culturally responsive home visit, early childhood education, parent–teacher collaboration, teacher professional development

Procedia PDF Downloads 76

Authors: Anette Forssten Seiser, Ulf Blossing, Mats Ekholm

Abstract:

The expectation on principals to manage, lead and develop their schools and teachers are high. However, principals are not left alone without guidelines. Policy texts, curricula and syllabuses guide the orientation of their leadership. Moreover, principals’ traits and experience as well as professional norms, are decisive. However, in this study we argue for the importance to deepen the knowledge of how the practice of leadership is shaped in the daily social working life with the teachers at the school. Teachers’ experiences and expectations of leadership influence the principal’s actions, sometimes perhaps contrary to what is emphasized in official texts like the central guidelines. The expectations of teachers make up the norms of the school and thus constitute the local school culture. The aim of this study is to deepen the knowledge of teachers’ expectations on their principals to manage, lead and develop their schools. Two questions are used to guide the study: 1) How do teachers’ and principals’ expectations differ in realistic situations? 2) How do teachers’ experience-based expectations differ from more ideal expectations? To investigate teachers’ expectations of their principals, we use a social psychological perspective framed within an organisational development perspective. A social role is defined by the fact that, within the framework of the role, different people who fulfil the same role exhibit greater similarities than differences in their actions. The way a social role is exercised depends on the expectations placed on the role’s position but also on the expectations of the function of the role. The way in which the social role is embodied in practice also depends on how the person fulfilling the role perceives and understands those expectations. Based on interviews with school principals a questionnaire was constructed. Nine possible real-life and critical incidents were described that are important when it comes to role shaping in the dynamics between teachers and principals. Teachers were asked to make a choice between three, four, or five possible and realistic courses of action for the principal. The teachers were also asked to make two choices between these different options in real-life situations, one ideal as if they were working as a principal themselves, and one experience based – how they estimated that their own principal would act in such a situation. The sample consist of two elementary schools in Sweden. School A consists of two principals and 38 teachers and school B of two principals and 22 teachers. The response rate among the teachers is 95 percent in school A and 86 percent in school B. All four principals answered our questions. The results show that the expectations of teachers and principals can be understood as variations of being harmonic or disharmonic. The harmonic expectations can be interpreted to lead to an attuned leadership, while the disharmonic expectations lead to a more tensed leadership. Harmonious expectations and an attuned leadership are prominent. The results are compared to earlier research on leadership. Attuned and more tensed leadership are discussed in relation to school development and future research.

Keywords: critical incidents, principal leadership, school culture, school development, teachers' expectations

Procedia PDF Downloads 71

Authors: Vladimira Hornackova, Jana Kottasova, Zuzana Vanova, Anna Jungrova

Abstract:

Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers.

Keywords: drama education, preschool education, preschool teacher, research

Procedia PDF Downloads 337

Authors: My T. Truong

Abstract:

Among various professional development (PD) options available for English as a second language (ESL) teachers, especially those at the tertiary level, research engagement has been recently recommended as an innovative model with a transformative force for both individual teachers’ PD and wider school improvement. Teachers who conduct research themselves tend to develop critical and analytical thinking about their instructional practices, and enhance their ability to make autonomous pedagogical judgments and decisions. With such capabilities, teacher researchers are thus more likely to contribute to curriculum innovation of their schools and improvement of the whole educational process. The extent to which ESL teachers are engaged in research, however, depends largely on their research motivation, which can not only decide teachers’ choice of a PD activity to pursue but also affect the degree and duration of effort they are willing to invest in pursuing it. To understand language teachers’ research practices, and to inform educational authorities about ways to promote research culture among their ESL teaching staff, it is therefore vital to investigate teachers’ research motivation. Despite its importance as such, this individual difference construct has not been paid due attention especially in the ESL contexts. To fill this gap, this study aims to explore Vietnamese tertiary ESL teachers’ motivations towards research. Guided by the self-determination theory and the process model of motivation, it investigates teachers’ initial motivations for conducting research, and the factors that sustained or degraded their motivation during the research engagement process. Adopting a qualitative case-study approach, the study collected longitudinal data via semi-structured interviews and guided diary entries from three ESL tertiary teachers who were conducting their own research project. The respondents attended two semi-structured interviews (one at the beginning of their project, and the other one three months afterwards); and wrote six guided diary entries between the two interviews. The results confirm the significant role motivation plays in driving teachers to initiate and maintain their participation in research, and challenge some common assumptions in teacher motivation literature. For instance, the quality of the past and actual research experience unsurprisingly emerged as an important factor that both motivated and demotivated teachers in their research engagement process. Unlike general suggestions in the motivation literature however, external demand was found in this study to be a critical motivation sustaining factor while intrinsic research interest actually did not suffice to help a teacher fulfil his research endeavor. With such findings, the study is expected to widen the motivational perspective in understanding language teacher research practice given the paucity of related studies. Practically, it is hoped to enable teacher educators, PD program designers and educational policy makers in Vietnam and similar contexts to approach the question of whether and how to promote research activities among ESL teachers feasibly. For practicing and in-service teachers, the findings may elucidate to them the motivational conditions in which they can be research engaged, and the motivational factors that might hinder or encourage them in so doing.

Keywords: teacher motivation, teacher professional development, teacher research engagement, English as a second language (ESL)

Procedia PDF Downloads 156

Authors: Sabina Mohsin

Abstract:

The need for grounding of teachers and the trend of using innovative ways to deal with students of various abilities in schools, colleges and universities has always been essential in any part of the world. Teacher edification programs, and qualifications standards, all too repeatedly lack enough rigidity, extensiveness and profundity, resulting in high levels of unskilled teachers and squat student performance. Accordingly, the solution, from this viewpoint, lies in making the entry and training necessities for teaching deeper and more exact. Teachers’ continuous professional development is necessary to reach all kinds of learners in class. The training provided is a direct opportunity for new teachers to interact better and motivate students in a two way discussion class. The intention of the study was to scrutinize whether the teachers’ training played an important role to fabricate lectures and classroom activities and reflected the objectives of the training provided in various schools and universities. It also aims to examine the current practices used in the various teacher training programs and if there is any other method that can be associated to enhance the effectiveness of these programs further. This research uses qualitative data collected from interviews, peer discussions, classroom observations, reviews, feedback of students and teachers to study teacher training and teaching methods used in school and universities in Bangladesh. The study finds teacher training to be effective though it has some limitations. It also includes some suggestions to make teacher training more effective.

Keywords: current practices in teacher training, enhancing effectiveness, limitation, student motivation, teacher training

Procedia PDF Downloads 416

Authors: Tiedan Huang, Chun Zhang, Caitlin Coe

Abstract:

This study investigated the quality of instructional support for young Emergent Multilingual Learners (EMLs) in 50 Universal Prekindergarten (UPK) classroom in New York City (NYC). This is one of the first empirical studies examining the instructional support for this student population. We collected data using a mixed method of structured observations of teacher-child interactions in 50 classrooms, and surveys and interviews with program leaders and the teaching teams. We found that NYC’s UPK classrooms offered warm and supportive environments for EMLs. Nevertheless, in general, instructional support was relatively low. This study identified large mindset, knowledge, and practice gaps—and a real opportunity—among NYC early childhood professionals, specifically in the areas of providing adequate instructional and linguistic support for EMLs as well as partnering with families in capturing their cultural and home literacy assets. Consistent, rigorous, and meaningful use of data is necessary to support both EMLs’ language and literacy development and teachers’/leaders’ professional development.

Keywords: high quality instruction, culturally and linguistically responsive practices, professional development, workforce development

Procedia PDF Downloads 54

Authors: Sera Ratu, Jane Chivers, Jessica Botfield

Abstract:

Objectives: The Reproductive and Family Health Association of Fiji (RFHAF) and Family Planning Australia are working together to introduce quality comprehensive sexuality education into Special Schools - which are schools for students with disability. Sexual and reproductive health information is needed by students with disability attending Special Schools. Children with special needs go through the same changes as able-bodied children. The Fiji Disability Inclusion project is a three-year project that started in 2015. One of its objectives is to increase exposure to comprehensive sexuality education for primary and secondary school students with disability. Method: A baseline survey was undertaken with 72 students with disability; it included questions about puberty, sexual health, and relationships. 34 teachers also completed a survey about their views of sexuality education and confidence in delivering it. Consent was facilitated by running information sessions with teachers and parents. The process of gaining consent and completing the surveys was designed to be accessible to students with disability. Given the sensitive nature of reproductive and sexual health, and the potential vulnerability of young people with disability, ethical considerations were important in the design and implementation of the surveys, and ethics approval was obtained. Results: Findings from the surveys suggest that students have mixed knowledge and awareness of sexual health issues. Most teachers reported a need for their students to learn about sexuality and relationships. A positive outcome of conducting the surveys was that RFHAF staff reported they have developed skills and confidence in communicating with young people with a range of disabilities. They have a greater understanding of what students want to learn, and what teachers feel is important. Conclusions: These survey findings will assist RFHAF in developing comprehensive sexuality education programs that are relevant and accessible to students in Special Schools, and to develop an appropriate professional development program for teachers. Findings may also be applicable to other Special Schools when developing sexuality education programs. The education programs developed for students as part of this project, and the professional development programs for teachers, may be relevant to other countries.

Keywords: comprehensive sexuality education, delivery, sexual and reproductive health and rights, special schools

Procedia PDF Downloads 302