Expert Teachers Research Articles

The RECHARGE-IPCRG ‘Teach the Teacher’ programme: building capacity for pulmonary rehabilitation in low- and middle-income countries

Introduction Chronic respiratory diseases are the most common causes of morbidity and mortality globally. Pulmonary rehabilitation (PR) is a low-cost, high-impact intervention with patient education and exercise at its core. Although supported by a well-established evidence base, demand greatly exceeds capacity in low- and middle-income countries (LMIC), including limited workforce training opportunities to support PR development and implementation. The International Primary Care Respiratory Group’s (IPCRG) Teach the Teacher (TtT) is an established education programme designed to build sustainable local clinical teaching and delivery capacity. Methods A collaboration between the National Institute for Health and Care Research (NIHR) funded Global RECHARGE Group for PR and IPCRG to deliver a ‘Teach the Teacher’ (TtT) programme for PR capacity building. Our Tier 1 TtT programme combined educational and PR service development concepts with core clinical content adapted for RECHARGE partners in India (Pune and Delhi), Sri Lanka, Kyrgyzstan and Uganda. Due to the severe acute respiratory syndrome coronavirus-2 (SARS‑CoV‑2) pandemic, the programme was adapted to a digital environment using online platforms such as Zoom video conferencing and Google Classroom. We used an adapted framework to evaluate professional learning and its impact. Findings Fifteen Tier 1/local leader participants attended a sixteen-hour online programme in September-October 2021. Participants included nurses, physiotherapists, doctors and early career health professionals/researchers. As local leaders in PR, participants created a tiered teaching programme for developing a critical mass of PR expert teachers, contextualised to their local healthcare systems and cultures. Participants also explored how to engage and influence multiple professional groups and stakeholders to support the widespread sustainable implementation of PR. Conclusions The RECHARGE-IPCRG TtT programme provided a clear education and service development framework to support PR capacity development in LMIC. We address a lack of empirical evidence concerning capacity-building initiatives by being explicit about the programme’s learning design, management and evaluation. A whole system perspective to PR allowed consideration of health systems, culture, referral pathways and scalability. Sustainable national PR education programmes will require additional resources and a long-term strategy, potentially aligning with the TtT three-tier cascade model.

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

Development of a science process skills-based interactive website ‘bioenial’ on environmental pollution material

This study aims to develop an interactive website based on the science process skill ‘Bioenial’ on Environmental Pollution material for grade X SMA/MA and identify the achievement of science process skills in the use of the 'Bioenial' website. This study was designed based on the Research & Development design from the Thiagarajan 4D development model (Define, Design, Develop and Disseminate). The instruments used in this study were media and material expert validation sheets, student worksheets, and student and teacher response sheets. The analysis technique used the Rasch analysis. The results showed that (1) the Feasibility of the 'Bioenial' website, the average percentage score of validity obtained from the three media experts was 97,4% that within the "Very Eligible" category, and the percentage score from the material experts was 76.6% or within the "Eligible" category. The 'Bioenial' website was tested in a class of 32 students and on two biology teachers. The results of student responses according to the person measure obtained a mean of 85.5, meaning that the website is "Eligible" to use. The results of the teacher's response show that the Bioenial website is "Appropriate" for learning. (2) Science process skills can be developed on environmental pollution materials with the 'Bioenial' website observing, classifying, predicting, communicating, designing, and conducting experiments. Assessment of the skills of conducting experiments is unlikely during the distance learning period due to the difficulty to provide evaluations. Based on the study results, further research is needed to determine the effectiveness of the 'Bioenial' website in improving students' cognitive learning outcomes.

Reimagining Education Towards Sustainability. “Project X” – an Innovative Learning Strategy from Poland

The paper presents arguments on profound and diverse student-teacher education concentrated on sustainable development as a rational way to combat Anthropocene damage and destruction. It means coping with destructive ecological changes and, more widely, with social deformations that revised educational approaches and paradigms may heal. They refer to the concept of reimagination in education. Thus, there is a considerable need to work out some valid, understandable and socially accepted teaching-learning pedagogies that would make the process of student-teacher education comply with contemporary and future expectations and challenges. Making the idea of “Think globally, act locally” practically achievable, present and future teachers should learn to perceive each school/academic topic as a multifaceted issue, referring to the four pillars of sustainable education. It entails using some new concepts of professional development, like deep learning or experiential learning, along with the awareness of the future of education. A new social contract for education considers the circular process of human development and eco- logical regrowth, which needs to introduce truly “holistic strategies”. They refer to six global competencies (Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking) and five principles of student-teacher growth (Combination of pedagogies, Connoisseurship of expert teachers and learning communities, Content inherent in all teaching and learning, The reach of context, and Making change happen) as well as to some earlier sustainability transformation concepts included in sustainable development documents from previous decades. While the conviction of teachers’ undeniable role in building a more balanced life is constantly increasing, processes of student-teacher education for sustainability are too slow. They have to accelerate and receive priority. Such approaches need to rethink course curricula and syllabi and “make” teachers assume a new and varied perspective on planning, implementation and assessment. One of them is the eponymous “Project X”, which refers to the concept of Project Y suggested in some UNESCO teacher manuals and first mentioned during DESD. It enlarges the three-dimension perspective by adding the cultural pillar. The issue of perceiving a teaching-learning problem simultaneously from four perspectives (natural, cultural, social, and economic) enhances the range of possible questions and interpretations, evokes deeper individual reflection, and refers to students’ life experiences and expectations. Planning such a highly complex and complementary teaching-learning strategy motivates students (present-day and prospective teachers) to engage them in learning and makes the work more intriguing and challenging. The presentation of a sample of the “Project X” realisation as an example of an innovative learning strategy proves education’s strength and creative possibilities for sustainable development in teacher learning as constructive, beneficial and fruitful pedagogical approaches

Developing Physics Learning Media Based on Augmented Reality to Improve Students’ Critical Thinking Skills

Media has a significant role in achieving learning objectives, including critical thinking skills. This study develops Augmented Reality-based physics learning media to improve students’ critical thinking skills in XI class of senior high schools on optical instruments. This is Research and Development (RD) through the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The study was conducted with a small-scale trial of 30 students of XI class MIPA 1 MAN Demak. The instruments used were expert validation sheets, teacher and student response sheets, and pre-test and post-test questions for students’ critical thinking skills. The product feasibility test is carried out based on the validation results of media and material experts. N-gain test is used to determine the improvement of students’ critical thinking skills. The feasibility test results show that Augmented Reality-based learning media on optical instruments is feasible, with a feasibility score percentage of 78.79% (valid) based on media experts and 90% (very valid) based on material experts. The learning media received an excellent response from the physics teacher with an average score of 4.27 (very good) and 4.28 (very good) from the students. The use of physics learning media has increased students' critical thinking skills, based on the N-gain test results of 0.415 with moderate improvement criteria. Augmented Reality-based learning media can be applied to improve students' critical thinking skills.

Beyond coding and counting: Exploring teachers’ practical knowledge online through epistemic network analysis

• Expert teachers had a closer relationship among the various practical knowledge. • Novice teachers' mainly demonstrated knowledge of self, subject and learner. • Colleague group may help knowledge connection, but couldn't replace expert teachers.

Evaluation of proposed General Chemistry learning modules by experts and teachers

This research endeavored to assess developed and validated a proposed learning module in General Chemistry during the Second Semester, Academic Year 2021-2022 in public secondary schools in Bulacan, Philippines. Teachers play an essential role in validating and evaluation of instructional materials. As facilitators of learning, they must ensure that instructional materials serve their purpose of upholding an effective teaching and learning process. The study aimed to evaluate the proposed Grade 12 General Chemistry learning modules as perceived by Chemistry Experts and Science Teachers in the 12 public secondary schools offering STEM strand in the Division of Bulacan, Philippines. The modules are evaluated based on :(1) content, (2) format, (3) presentation and organization, (4) learning activities, (5) evaluation activities and (6) accuracy and up-to-datedness of information. The demographic profile of 11 Chemistry experts showed that the majority are female, BSED graduates in Physical Science with a doctoral degree in Development Education and 1-12 years teaching General Chemistry subject. Grade 12 Chemistry teachers are mostly females who have bachelor’s degree in Physical Sciences, with master’s units and 1-5 years of teaching Grade 12 General Chemistry in the K to 12 Curriculum. Chemistry experts and science teachers assessed the five modules using descriptive survey method employing quantitative analysis. They both evaluated the proposed learning modules satisfactory in the six dimensions. They did, however, make several suggestions for improving the proposed learning module.

S613 Standardized General Endoscopy Lexicon for Learners

Introduction: Physicians completing subspecialty training in gastroenterology are expected to develop competence in performing general endoscopic procedures including upper endoscopy, colonoscopy, and flexible sigmoidoscopy. Endoscopy education is often provided through an apprenticeship model where trainees work with various endoscopists and develop skills in real-time procedures. Inherent to this model is heterogeneity in the education provided. Recent research exploring essential teaching competencies for those involved in endoscopic education suggests usage of succinct standardized language when teaching endoscopy, but to date no one has examined the breadth of terms used or developed consensus around specific language to be used in this aspect of medical training. In this study we surveyed terminology used worldwide by expert teachers of endoscopy and, through a Delphi process, developed a standardized lexicon for general endoscopic education. Methods: We invited 26 physicians identified as expert endoscopy educators from various countries around the world to participate in this Delphi process. A total of 20 physicians participated. Four rounds of surveys were completed. Common terminology was identified in round 1. Rounds 2 through 4 consisted of surveys where participants indicated terms they were most likely to use when instructing learners during endoscopy. A consensus threshold of 70% was defined for term inclusion into the lexicon. Terms that achieved a 70% minimum consensus were included as “recommended terms”. Terms that offered balance to the lexicon but did not reach the threshold consensus were included as “suggested terms”. Results: After 4 rounds of surveys, 36 recommended terms and 5 suggested terms were included in our general endoscopy lexicon (Table). Conclusion: Through this international Delphi project, we constructed a general endoscopy lexicon for learners. The use of standardized language has been shown to have several benefits in other areas of healthcare including improved communication, quality of patient care, and knowledge generation. We expect that adopting a uniform lexicon will improve quality of endoscopic education for learners. In addition, because this study was conducted on an international level, we anticipate this lexicon to be applicable to trainees throughout the world. Future projects exploring standardized language for advanced endoscopic procedural education should be considered. Table 1. - Terms included in general endoscopy lexicon post-survey Endoscopy Instruction Committee Consensus (%) Final Stance Scope Manipulation Rotate (torque)clockwise/counterclockwiseRotate (torque) right/left 100* Recommended Big wheel/dial up 94.42 Recommended Big wheel/dial down 88.9 Recommended Little wheel/dial up 88.9 Recommended Little wheel/dial down 88.89 Recommended Advance scope 77.78 Recommended Pull scope back 100% Recommended Brush Manipulation Put brush out 100%* Recommended Pull brush inWithdraw brushAdvance brush 83.33* Recommended Brush tissues 56.25 Suggested Clip Manipulation Open clip 93.75 Recommended Close clip 81.25 Recommended Rotate clip 87.5 Recommended Deploy clipFire clip 91.67* Recommended Cautery - Monopolar, Bipolar – Manipulation Advance cautery probe 75 Recommended Start cauteryCut/coagulate 58.33* Suggested Forceps Manipulation Open forceps 93.75 Recommended Close forceps 81.25 Recommended Advance forceps 91.67 Recommended Withdraw forceps 100 Recommended Pictures/Video Take a picture/video 77.78 Recommended Air (blue button) Insufflate 72.22 Recommended Water (blue button) Clean your lens 88.89 Recommended Suction (red button) Suction 77.78 Recommended Through the Scope Balloon Dilator Manipulation Advance dilator 56.25 Suggested Inflate balloon 100 Recommended Deflate balloon 56.25 Suggested Bougie Dilator Manipulation Advance wire 81.25 Recommended Advance dilator over wire 87.5 Recommended Net Manipulation Open net 93.75 Recommended Close net 93.75 Recommended Use of Electrocautery Pedals (blue, yellow) Blue pedal 81.25 Recommended Yellow pedal 81.25 Recommended Snare Manipulation Open snare 93.75 Recommended Close snare 93.75 Recommended Cut 56.25 Suggested *The committee consensus to include both terms in the lexicon

Strategies to encourage participation in debrief sessions with nursing students for whom English is an additional language: A qualitative study

Background End-of-day debriefs are reported to offer students opportunities to reflect and consolidate learning. However, there is little evidence about how clinical facilitators encourage student participation that leads to refection and learning, particularly in debrief sessions with linguistically diverse students. Aim This research investigated how the pedagogic practices of clinical facilitators enabled or constrained student participation during debrief. Design This study used an ethnographic approach combined with linguistic analysis of audio recordings of debrief in two metropolitan hospitals in Australia. Results The study found that several key factors contributed to student participation during debrief. Factors included: establishing a space that offered visual and aural privacy; using strategies that encouraged student talk; and adopting roles of expert teacher, facilitator, clinical expert, and therapeutic agent. Conclusion Conducting debrief in appropriate settings and adopting strategies and roles that encourage student talk can lead to opportunities for students to reflect on their day, and for facilitators to make judgements about students' knowledge. Impact Facilitators can enable student participation by using spaces that offer physical and aural privacy for debrief, focusing on knowledge within students’ scope of practice, and using communication strategies that encourage talk.

AN ANALYSIS OF INTERVENTION PROGRAMMES AVAILABLE FOR LEARNERS WITH DYSLEXIA IN MAINSTREAM PRIMARY SCHOOLS

The purpose of this study was to analyse the effectiveness of intervention programmes available for learners with dyslexia in mainstream primary schools. A concurrent triangulation design of the mixed methods research approach was employed. Questionnaires were used to collect quantitative data while semi-structured interviews were used to collect qualitative data. A simple random sampling technique was used to select a quantitative sample of 150 teachers. Purposive sampling was used to select the qualitative sample. Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 24. Qualitative data was analysed and interpreted thematically. The study established that there were very limited intervention programmes available for learners with dyslexia at infant than junior level. There were also very few expert teachers to conduct the availed programmes at schools. The study recommends the introduction of more individualised intervention programmes at the infant level and the training of more specialist teachers for reading.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0357/a.php" alt="Hit counter" /></p>

Types of Motivation and Its Influence to Students’ Academic Performance in Social Studies

The study was conducted to measure the influence of the types of motivation in improving students’ academic performance in Social Studies, such as intrinsic motivation (a) goal setting, (b) feedback, (c) enjoyment, and extrinsic motivation (a) classroom rewards, (b) grades, (c) incentives for grade 11 students. Furthermore, it sought to determine the relationship based on the influence of the types of motivation after the implementation. Using a descriptive correlational research design, thirty-two (32) Grade 11 students from Bukal Integrated National High School during the academic year 2021–2022 were conveniently selected as respondents for the study. Five expert teachers validated the instrument. A research-made questionnaire was utilized to gather the respondent’s perceptions about the types of motivation. The lesson exemplar for the whole grading period was made to reflect the influence of the types of motivation to be employed by the teacher in the facilitation of teaching-learning. The written works and performance tasks were utilized to see the relationship between the types of motivation. After the whole grading period, the data was gathered, tabulated, and analyzed. The Pearson Product–Correlation Coefficient was used to analyze the data. Additionally, descriptive statistics such as mean, standard deviation, and percentage were used and revealed that the overall performance of the respondents, grade 11 students, in terms of written work and performance tasks, is satisfactory. The result of the perceptions of the respondents on types of motivation revealed that students strongly agree that these types of motivation are highly motivating in improving students’ academic performance in Social Studies. Students’ perception shows that feedback is highly motivating as intrinsic motivation. Meanwhile, grades are highly motivating, as perceived by the respondents in terms of extrinsic motivation. The result revealed that most students performed very well in written work and excellently performed in performance tasks. The results of the written works and performance tasks revealed that there was no significant relationship between the students’ perception of types of motivation and academic performance in terms of written works and performance tasks in Social Studies after exposure to intrinsic and extrinsic motivation. This implies that types of motivation may not significantly influential in improving students’ academic performance in Social Studies in a distance learning modality. Keywords: Intrinsic Motivation, Extrinsic Motivation, Academic Performance

What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers' classrooms.

Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a developed coding framework. Results showed that the dominant types of dialog in expert teachers’ classrooms were related to Basic Knowledge, Construction, Analysis, and Personal Information. Compared to novice teachers, expert teachers’ classrooms have a significantly lower proportion of dialog on Basic Knowledge and significantly higher proportions of dialog on Personal Information and Speculation. Based on expert teachers’ classrooms, the characteristics of effective classroom dialog in the Chinese context were discussed. The analytical framework for classroom dialog developed in this study could be a powerful tool for subsequent research. Suggestions are provided on increasing the effectiveness of classroom dialog.

Teachers as transformative agents in changing school culture

This interview study examined the transformative professional agency of expert teachers selected to perform city-wide innovator and developer roles in the context of digital school transformations in Helsinki, Finland. Our analysis revealed that exploring and developing a novel digital pedagogy in one's own teaching was considered the core of their innovation activity. The insights and know-how developed through classroom innovation enabled productive participation in school- and city-level innovation activities. Working in thematic expert teacher teams generated ideas for supporting local innovation activity. Moreover, the interviews elucidated the epistemic, social, and organizational factors that enabled or hindered innovative professional activity.

สมรรถนะการจัดการเรียนรู้ที่จำเป็นสำหรับครูอาชีวศึกษา ด้านช่างอุตสาหกรรมในพื้นที่ภาคใต้

The study of competency in learning management for vocational teachers in industrial technicians in the southern region is quantitative research. The objectives of this research were: 1) to study the learning management methods of vocational teachers in industrial technicians in the southern region. 2) to study the needs of developing appropriate learning management for teaching and learning industrial technicians in the southern region, where the population is the industrial technician expert who works in vocational institutions in the southern region. The sample group comprises expert teachers from large vocational institutions in 15 people, medium size 14 people, and small 14 people using purposive sampling data storage method using document analysis review and in-depth interviews. The research tool used to collect the data was an in-depth interview and semi-structured interview. The data were analyzed by mean and percentage. The results indicated that the methods of learning management that is suitable for learning management according to the opinions of teachers whom experts in industrialism used today. In case the percentage is greater than 10, it is found that there are six methods of learning management. As for learning management methods that teachers should develop in vocational institutes for industrial technicians, there are seven methods: 1) Learning management Problem-Based Learning has the greatest need 2) Flipped Classroom 3) Jigsaw Classroom Techniques 4) Discussion Method 5) Peer Instruction 6) Project-Based Learning, and 7) Case Study. The results of this research will be taken into consideration to develop teachers further.

Outstanding qualities of a successful role model in medical education: Students and professors' points of view.

IntroductionRole models play a crucial role in determining the professional development of medical trainees. The purpose of this study was to gain in-depth understanding of the outstanding qualities of successful role models.Material and methodsIn this qualitative-descriptive study, data were collected through conducting interviews, and the inductive content analysis was performed. The study was done at the school of medicine of Tehran University of Medical Sciences in Iran. Twenty-five medical students, medical graduates, and faculty members participated in 25 interviews from April to December 2019. The participants were recruited via purposive sampling.Resultsfive categories and 13 subcategories were extracted from the data. The results of this study illustrated five crucial qualities of a good clinical role model including an excellent character, effective coach and mentor, inspiring medical leader, expert clinical teacher, and a professional physician. Our results also highlighted the lasting effects of positive role modeling of clinical teachers on medical trainees' professional careers. Another category in the present study was connected to future consequences of being a role model in a clinical setting.ConclusionThe result of this study illustrated crucial qualities of a good medical role model. This result can assist the leaders to engage with medical educators to better understand the process of role modeling and design the best plan for development of role modeling in medical education.

A Phenomenological Study on the Experiences of Public Elementary School Teachers in Crafting Self-Learning Modules (SLM) in the New Normal

This study aimed to explore and understand the lived experiences of SLM writers in crafting Self-Learning Modules (SLM) in the New Normal in Tagum City Division. It used qualitative research design employing phenomenological approach. It comprised of fourteen beginning public elementary teachers: seven teachers for online in-depth interview (IDI) and seven teachers for online focus group discussion (FGD). This study was limited to describing and understanding the lived experiences of the participants and the data were taken from the results of IDI and FGD. For data analysis, this study employed coding and thematic analysis. For experiences, findings revealed that they lack training and knowledge on the assigned subjects experienced time constraints had hesitations, stress, and anxiety and encountered dilemma on copyright issues and social contents. Participans coped with their challenges by being resourceful in doing research asking supports from experts and colleagues using appropriate and relatable contents avoiding sensitive topics and paraphrasing and citing sources to avoid plagiarism. They also cited insights which revolved around the following themes: becoming a writer as an opportunity for professional growth provision of support for teacher-writers DepEd to select expert teachers give enough time for writing modules teacher-writers to consider learners capacity and grant of rewards and promotion. The results implied that writers should have enough trainings and seminar- workshops about SLM crafting. Also, the study would give awareness and suggestions that could be helpful for teachers, students, and DepEd authorities as well.

An Intercultural Experience in European Art and Decorative Design by Chinese Students in Italy

The paper describes the encounter with Italian fine arts and decorative design by a group of 17 Chinese Junior High School, art loving students, during their 2019 summer vacations. According to a ‘cooperative learning’ strategy, the students had been subdivided into four groups, under the guidance of four Chinese teachers, each one responsible for a single group, and the assistance of an Italian artist and an expert teacher herself. During the period of two weeks the students visited historical buildings and museums in the art cities of Venice, Padua, Florence and Rome. In the evening, in the presence of their teachers, they took part to collective discussions on the meaning and impact on them of the most significant art works they encountered during the day. They also took part, in Padua, in an animated ‘active learning’ session in Jewelry Design. That intercultural experience turned out to be very stimulating for those students: part of them included the study of classical art/decorative design in their high school curricula.

예비체육교사들의 표현활동 전문내용지식(SCK) 변화

The purpose of this study is to analyze the expertise of pre-service teachers in expression activities. Changes in professional content knowledge of pre-service teachers were investigated through dance education lectures dealing with the subject content of expression activities, teaching methods and knowledge of pre-service teachers. Content map was used to measure the SCK of pre-service teachers according to the purpose of the study. In this study, graduate students (n=9) enrolled in the physical education department of the graduate school that trains teachers participated in the study. It was distributed-recovered directly to collect related data, and the collected data were (a) Content map instrument, (b) Content development categories, and (c) Measurement of depth of knowledge was calculated. As a result of the study, first, pre-service teachers

A Forward-Looking Study on the In-Depth Development Planning of Information Technology into Teacher Education

Teacher professional education development is actually another type of development that crosses over into a category of teacher training development that encompasses two other types of teacher training—one of which is formal and the other is informal teacher training. The other approach to teacher professional development is quite different from the professional development of professional education. The focus of the professional development of teachers is a dynamic process of development in which teachers take the initiative, actively, and consciously pursue the direction of professional development of teachers. Therefore, how to observe and study the direction of teachers’ professional development from the perspective of teachers is an urgent problem that needs to be studied and solved. The professional development of teachers should be combined with their own social and teaching lives. In addition, information technology should be integrated into teachers’ daily teaching life, so that it can be used as a tool to support teachers’ professional development. Information technology has gradually become a tool and a means that teachers cannot do without in their teaching lives, so it is important to study and think about it from various aspects, such as the teaching process and teachers’ growth experiences, and to continuously study teachers’ professional development. Therefore, it is necessary to study how information technology can be used well by teachers and used by teachers to become a useful tool in teachers’ educational and teaching work from various aspects. This paper first argues that the main goal of teachers’ professional development is to gradually grow into expert teachers, while the main content of teachers’ professional development is to understand practical knowledge, and the specific tool used by teachers in teaching is the application of social software support that can support teachers’ professional development (Romanowski and Alkhateeb, 2022). This paper envisages that information technology can be integrated into the entire teaching environment and the teaching process of teachers, as a tool and a means to make the content of teachers’ teaching more concise and clear. Through the use of information technology and other tools, teachers can gradually identify what they need to improve and add to their teaching process, lay the foundation for their future development, and pave the way to become better teachers with a clearer plan for their future development.

Polanyi and the Revised Taxonomy: Teaching Technology for High-Level Creative Thinking and Risk Taking

This paper presents a model for mastery learning. The framework for this model overlays the cognitive and knowledge dimensions from Krathwohl’s revision of Bloom’s Taxonomy, the Revised Taxonomy, with Polanyi's theory of personal knowledge. A simplified framework integrates Polanyi's concepts of subsidiary and focal awareness with the Revised Taxonomy levels of knowledge acquisition to form a new model consisting of two dynamic parts: base thought and elevated thought. The base/elevated thought framework serves as a model for mastery learning with regards to the usefulness, application, and integration of technology into the creative problem-solving process. Allocating base knowledge to other means of instruction (for example, online tutorials or flipped classroom techniques) frees up the instructor's time and allows the expert (teacher) to engage novices (students) in more direct student-instructor contextual learning requiring higher levels of cognitive thinking. While this paper proposes the use of the framework within the context of a technology-focused model, its application has potential for other learning scenarios.