Half Of Teachers Research Articles

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.

Construction and Application of Micro Technology Platform in Applied Technology Universities under the Background of Internet Plus

With the rapid development of information technology and Internet technology, people have developed a new teaching tool, micro class, and widely used it in the field of education. With its unique characteristics and advantages, micro course has become a common teaching method in higher vocational colleges. The purpose of this paper is to explore the construction and application of micro technology platform in Applied Technology Universities under the background of “Internet plus”. The background of the “Internet plus” era, the emergence of micro class platform and the theory of micro learning are expounded. This paper discusses the development of Applied Technology Education in Colleges and Universities Based on micro course teaching. Based on the investigation and analysis of the practical application of micro course in a application-oriented university, the experimental results show that only 4.2% of the teachers think it is unnecessary to use micro course in classroom teaching, and more than 80.5% of the teachers think it is necessary to apply micro course to traditional classroom teaching; meanwhile, the data also shows that only 18% of the teachers often use micro course to teach, Nearly half of teachers do not use micro class for daily teaching.

Sköpunarsmiðjur í menntun ungra barna: Reynsla og viðhorf starfsfólks skóla, safna og sköpunarsmiðja

Í þessari grein er fjallað um þekkingu, reynslu og viðhorf til sköpunarsmiðja (e. makerspaces) meðal kennara ungra barna (3-8 ára) í leik- og grunnskólum, fagfólks á söfnum og í sköpunarsmiðjum. Upplýsingum var safnað með rafrænni könnun í tengslum við Evrópuverkefnið MakEY (e. Makerspaces in the early years: Enhancing digital literacy and creativity)1 sem er samstarfsverkefni fjölmargra háskóla og stofnana innan Evrópu og utan. Nokkrar íslenskar stofnanir tóku þátt í verkefninu.2 Gögnum var safnað meðal áðurnefndra hópa sumarið 2017 (n=254).3 Í ljós kom að minnihluti kennara (17%) en meirihluti safnafólks (72%) hafði áður heyrt um hugtakið. Um 28% safnafólks hafði reynslu af að nota slík rými og 13% höfðu skipulagt sköpunarsmiðjur en sambærilegar tölur hjá kennurum voru eingöngu 15 og 7%. Um helmingur kennara og safnafólks taldi gott aðgengi á sínum vinnustöðum varðandi vélbúnað til að búa til stafrænar afurðir. Álíka algengt var að hentug rými væru til staðar hjá kennurum og rúmur þriðjungur safnafólks sagði gott aðgengi að forritunarbúnaði. Aðgangur að verkfærasettum sem hentuðu í samþættum verkefnum var til staðar hjá mun færri og aðgangur að þrívíddarprenturum eða geislaskerum var fátíður. Áhugi var hjá stórum hluta safnafólks og kennara á þjálfun eða námskeiðum í tengslum við sköpunarsmiðjur og meirihluti svarenda (73% kennara og 60% safnafólks) taldi sköpunarsmiðjur samrýmast vel sýn sinni á nám og kennslu. Sköpunarsmiðjur geta gegnt lykilhlutverki í mótun menntunar á Íslandi í því tæknilega landslagi sem er í stöðugri þróun, þar sem stafrænt læsi, „germenning“ (e. makerculture) og forritunarhæfni leika aðalhlutverk ásamt faglegri starfsþróun þeirra sem mennta börn og styðja við nám þeirra og þroska. MakEY verkefnið og fræðilegt framlag þess er mikilvægt innlegg þar sem leitast er við að skoða stöðuna á byrjunarreit.

Primary school teachers' knowledge and attitude regarding traumatic dental injuries.

According to the WHO, 16%-40% of children aged 6-12 years experience dental traumas. Long-term treatment success depends on immediate emergency care and early professional management after the injury occurred. The primary school teachers can play a crucial role in managing traumatic dental injuries (TDIs) because they are often in proximity to children and often need to assist when dental trauma occurs. The aim of the present study was to assess primary school teachers' knowledge and attitude regarding TDI and describe their behavior in emergency situations. A four-part anonymous questionnaire comprised questions on demographic data, attitude, knowledge toward TDI, and behavior in case of accident and self-assessment questions were distributed among 147 teachers from 16 schools. The data were obtained from 106 participants (72.1%). The Kruskal-Wallis and independent t-tests served for statistical analysis. More than half of teachers (56.6%) have witnessed TDI. Almost all respondents (94.3%) indicated that in case of dental trauma is important to take emergency management as soon as possible. However, two-thirds of them (75.5%) thought that teachers cannot provide appropriate emergency management in case of TDI. In addition, teachers had little knowledge regarding TDI and the proper emergency management: 91.3% of participants do not know the right storage media for the avulsed tooth, 40.6% have thought that tooth replantation is impossible, and 17.1% would throw an avulsed tooth away, when it fells on the ground. The study revealed inappropriate knowledge and attitude regarding TDI among primary school teachers and their behavior in first-aid management.

Stakeholders’ Perspectives on Reconceptualizing the Play-pedagogy Relationship

The relationship between learning, play and child development in the early years of formal instruction is a productive area for educational research. The Malaysian Government’s National Curriculum Guidelines acknowledge the relationship between all aspects of development in young children and their learning through play. This study was prompted by the researcher’s desire to better understand how the government’s learning through play approach is being implemented in preschools. It investigated the implementation of this approach in four different settings and contexts and draws on the researcher’s own structured observations, as well as the perceptions and understandings of teachers, school administrators and parents. The research sought to identify any factors that constrain or influence teachers’ practice. The findings show that teachers think they are providing children enough time to engage in play, but they also reveal inconsistencies between teachers’ and administrators’ perceptions and their actions. Over half of teachers’ actual practice consists of teacher control and heavy emphasis on whole-class teaching. Constraints on implementation included pressure to complete and adhere to the National Curriculum, teachers’ own pedagogical limitations, and lack of resources and budget. These findings imply the needs: for further research into teacher preparation with a view to improving courses to include current, best world practice in preschool pedagogy; to further inform government policy and provision for preschool education; and to strengthen home and school communications.

Bullying in school children: How much do teachers know?

Context:Bullying is an emerging serious problem in schools worldwide resulting in physical and mental health problems in victimized children. Teachers play a critical role in identifying the acts of bullying, assisting the children who are victimized, linking up with healthcare providers for managing physical and emotional consequences of bullying, as well as managing bullying at school.Aims:To determine teachers’ knowledge regarding bullying among secondary school children.Settings and Design:A cross-sectional study conducted in five public and five private schools of Jamshed Town, Karachi, Pakistan.Methods and Materials:The study continued from October 2012 to February 2013. Stratified random sampling was used to select teachers. Data were collected through a pre-piloted structured questionnaire.Statistical Analysis Used:Data were analyzed using the SPSS v19.0. Descriptive analysis was done by calculating frequencies and percentages of the categorical variables such as teacher's age, educational level, and presence of adequate knowledge regarding bullying. The outcome variable of interest was knowledge about bullying.Results:Almost half of the153 teachers (n = 82, 53.6%) lacked adequate knowledge about bullying in school children. A statistically significant association was present between knowledge of bullying with gender (P-value = 0.02), educational level of the teachers (P-value = 0.05), years of teaching experience (P-value = 0.04), and educational training of teachers (P-value = 0.01).Conclusions:More than half of the teachers were deficient in their knowledge about bullying in school children

An effective system of electronic courses development and maintenance as a key problem of electronic information and educational environment development at university

This paper discusses one of the urgent problems of education quality management at the pedagogical university the design and use of an effective system of electronic courses development and maintenance. This problem is analyzed taking into account the results of a pilot survey of pedagogical universities teachers, as well as the experience of deployment and modernization of electronic information and educational environment (EIEE) at various universities of the Samara Region. It is noted that in terms of classification of EIEE maturity levels, a significant number of regional pedagogical universities are at the second or the beginning of the third level, at which all EIEE opportunities from a quarter to a half of teachers and students are actively used. The paper presents the hypothesis substantiation: the transition to the next level of EIEE maturity can and should be carried out purposefully and systematically. At the same time the necessary condition for the growth of EIEE maturity is the qualification improvement of the majority of the university teaching staff, as well as the deployment of its own infrastructure (hardware and software), a possible version of which is also briefly described in the paper. An alternative is to rent several dedicated servers from a reliable service provider with data centers in the Russian Federation. The obtained materials can serve as a basis for the design of new approaches to the construction оf EIEE pedagogical universities in Russia.

Evaluating the Impact of Online Professional Development on Teachers’ Use of a Targeted Behavioral Classroom Intervention

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to examine a potentially more feasible level of support that leverages both online PD and low-intensity consultation to produce successful adoption of a daily report card (DRC) intervention and positive student outcomes. Using a quasi-experimental design, elementary school teachers (N = 33) were provided access to an interactive online program and brief, in-person consultation, as needed. Over half of teachers (51.5%) who received access to the Web site adopted the intervention for at least 8 weeks. These teachers demonstrated acceptable levels of implementation integrity, and their students demonstrated improvements in overall (d = .53) and hyperactive and inattentive (d = .83) problems. Importantly, teachers achieved these outcomes using an average of 32 min of face-to-face consultation. The results suggest that, for some teachers, online supports may offer a more feasible means of supporting implementation of a DRC than traditional face-to-face consultation. Online supports may provide a promising direction for increasing the dissemination of the DRC and other evidence-based interventions. Future directions for improving technology and implications for integrating online PD into a continuum of supports for teachers are discussed.

PROGNOSIS OF VISUALIZATION USAGE IN THE SCIENCE EDUCATION PROCESS

Future education depends on many external exogenous factors - society evolution, technologic progress, teachers’ opinion and their ability to organize the education process. Science education is difficult for many students but the progress of the society definitely correlated with achievements of science. This highlights the importance of teaching biology, chemistry, physics, geography and mathematics at school. Visualization helps students to learn science education but at the moment teachers are not likely to use computer based visualization. It is important to find out the predictions of the future – whether pedagogues are planning to use various kinds of visualization. The research results show more than half of teachers believe that physical visualisation in the next five years will be used similarly to now. The same situation was identified asking teachers about paper based visualization. On the contrary, application of the computer-based visualisation in near future is foreseen as the progressive phenomenon: internet sites, interactive boards will mostly increase in the next five years; also, knowledge of students will be more often inspected by aids of computer-based tests. It is planned that 3 D visual objects, experiments, schemes and modelling will be less used.

The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and its Effects in Developing Students' Competences

Polytechnics in Bangladesh endeavour to produce quality graduates for national and international job markets. The quality of graduates depends on several factors. This study examines the implementation process of the polytechnic curriculum with the objectives of determining the current level of practices in learn-ing/teaching material design, in delivering curriculum content, in assessing students and its effect on students' competence development. Data was collected through observation, opinion survey and competence test. Qualitative and quantitative methodologies were used for data interpretation and analysis in this descriptive type of research study. Findings revealed that the learning materials are mainly theory oriented and mostly cover those contents usually common in exams. About half of teachers are aware of the taxonomy for learning, teaching and assessing, but they rarely put importance on it. In the classroom, teachers spend only a little time for delivering content at the level of apply/analyse. However, a significant number of tasks performed in labs are practical and occupation relevant and can be classified at higher levels of the taxonomy. In student assessment, the test-items assess mainly theoretical knowledge at the level of remember. The effect of these practices is reflected in demonstrating student performance in a competence test. The study concludes with some recommendations.

RISK FACTORS OF CARDIOVASCULAR DISEASES IN TEACHING STAFF AMONG PRIMARY SCHOOLS OF TOMSK CITY (THE DATA FROM MULTICENTER PROSPECTIVE PREVENTION STUDY)

Aim. To study the prevalence of risk factors (RF) of cardiovascular diseases (CVD) in the teaching staff of primary schools in Tomsk city. Material and methods. Totally 154 teachers studied (staff of 2 general education schools of Tomsk) at the age of 21-71 y. Mean age 46,6±10,9. Response — 84%. Results. Prevalence of arterial hypertension (AH) among the staff was 51,9%, and primary onset of AH — in 3,2%. Less than a half of teachers with AH took antihypertension therapy (42,8%) and just in 15% of those we found target levels of blood pressure during business day. Prevalence of smoking was 7,0%. We found a high prevalence of alimentary CVD risk factors. Two thirds of the staff were overweight (68,8%). Prevalence of excessive bodyweight was 33,1% and of obesity — 35,7%, of abdominal obesity — 40,2%. In teaching staff there was high level of hyperglycemia (12,1%), hypercholesterolemia (78,0%) and hypertriglyceridemia (32,0%). Insufficient physical activity was noted in 30% of teachers. Conclusion. The main points are found for the development and implementation of preventive strategies in the group — effective control over AH and correction of alimentary-dependent RF of CVD.

2009 개정 초등학교 과학과 교육과정의 융합인재교육(STEAM)에 대한 교사의 관심도와 실행 수준 분석

The purpose of this study was to analyze the teachers' stages of concern and levels of use on STEAM of the 2009 elementary science curriculum and to support effective application according to the teachers' stages and levels. Therefore this study was conducted by the Concerns-Based Adoption Model (CBAM). The total number of 113 teachers participated in this study. The results of the study were as follows: First, most teachers were in the stage of awareness. Second, the results of the chi-square test showed that the stages were significantly different according to their positions, training experiences and final degrees (p<.05). Third, about half of teachers were in the level of orientation and preparation. The others were in the level of routine, integration and renewal. Fourth, the results of the chi-square test showed that the levels were significantly different with the categories of their gender, position, age, career in education, workplace and training experience (p<.05). Fifth, the correlation coefficient between stages of concern and levels of use (r=.59) was relatively high (p<.05). Based on these results, we suggested that the support of application should be provided according to the teachers' stages and levels.

Professional Development on Teacher- Pupil and Pupil- Pupil Interaction in Class Based on Teachers’ Perceptions

Based on data by experimental group of teachers it has been resulted that more than half of teachers have not been part of trainings for class climate; a factor that would influence on increasing of positivist and cooperative climate level in class and as a result would influence on pupils’s achievements. Research data generated gave us deduction that about the half of teachers have not been part of trainings for interaction in class, a factor that would influence on the level of interaction in class and as a result would influence on pupils’ achievements. DOI: 10.5901/mjss.2014.v5n20p1327

Adjustment Strategy of Compulsory Education School Layout in Tibet: Taking Changdu Area as an Example

It is found through survey that students, parents and teachers in Changdu area of Tibet are ambivalent about school layout adjustment, as follows. Most of students prefer to attend a day school, while they don’t object boarding. More than half of parents support to integrate teaching sites, but more than one third of parents object. More than half of teachers are for boarding, but a lot of teachers’ attitude are noncommittal even explicitly opposed to the student boarding. Moreover, the factors such as the local terrain characteristics, traffic characteristics, the characteristics of production and life style, water and electricity in poor supply and teacher shortage restrict the compulsory education school layout adjustment. Therefore, the local government about school layout adjustment should adhere to the following strategies, such as scientific planning and sustainable development, collect most parents’ advices and suggestions, keep and restore the necessary teaching sites, set standards for school construction, strengthen teachers team construction and improve the quality of school education, more government spending and encourage various forms of running a school.

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Now, in conditions of new generation FSES introduction, a serious problem is arising before general education system � teachers� motivation to transformations, teachers� readiness development for introduction of necessary changes at all steps of educational process. Results of modern regular school activity on formation of school�s pedagogical staff readiness to innovative activity have been presented in this paper. Developed by the author model of formation of regular school teachers� readiness to innovative activity, as well as organizational and pedagogical conditions directed on this model realization have been described. Results of its approbation testify to positive change related to the level of pedagogical collective susceptibility to innovations, and more than a half of teachers after experiment�s end defined their level as optimum and admissible. Thus, teachers� readiness for innovative activity in many respects is defined by stage-by-stage development of innovative readiness for perception and acceptance of new ideas (such as purposes, contents, teaching technologies, estimation methods, etc.), to work with development of competences in a new way, creation of new experience related to interaction of teachers, as well as identification and support of pedagogical workers� own positive experience.

Guest Speakers in School-Based Sexuality Education

This study, using data from a statewide survey (n = 332), examined teachers’ practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received professional development covering sexually transmitted disease (STD) or pregnancy prevention had greater odds of including guest speakers (all p <.05). Teachers who included guest speakers covered more sexuality topics and were more likely to cover controversial topics (p <.05). Findings have implications for teachers, school policies, and organizations that offer sexual health education and outreach.

Teachers' perspectives on their role in school-based alcohol and cannabis prevention

Schools are an important setting for the implementation of health education–prevention initiatives. Teachers are valuable partners in the delivery of health and social material, including that relating to alcohol and drugs. However, school-based substance education–prevention often exists in competition with academic agendas. The research aimed to investigate teacher's perspectives in Ireland on their role and that of the school in the delivery of school-based alcohol and cannabis education–prevention. Irish school-based drug education–prevention is currently provided within the remit of the Social Personal Health Education (SPHE) module, which is a compulsory element of the curriculum within secondary schools. Thirteen second-level schools partook in the research. A teacher questionnaire collected information around teacher's experiences of student alcohol and cannabis use, attitudes toward teacher and school prevention roles, and levels of school satisfaction (n = 131). The results indicated that teacher's experiences of effects of student alcohol and cannabis use in school were rare. Over half of teachers had never partaken in education–prevention activities, with those delivering SPHE teachers more likely to partake and report a positive attitude toward school-based alcohol and cannabis education–prevention. Teacher levels of satisfaction with their school were positively correlated with attitude toward the teacher and school's role in alcohol and cannabis education–prevention. High awareness of school drug and alcohol policies was recorded, along with the need for training, support, and information for all teachers. The findings underscore the need for ‘whole school’ integrated approaches involving a shared organization-wide approach to student substance education–prevention.

The study of the use of Web 2.0 tools in LIS education in India

PurposeThe purpose of this paper is to investigate LIS instructors' familiarity with Web 2.0 concepts, tools and services, and applications related to LIS education.Design/methodology/approachThe survey method was used and the data collection tool was a web questionnaire, which was created with the help of software provided by surveymonkey.comFindingsIt was found that LIS instructors, in some Indian universities, have a low level of familiarity regarding the use of Web 2.0. Most of the instructors use Web 2.0 for video sharing via YouTube. Nearly, half of teachers have never used Wikis. The main problem in use of Web 2.0 in teaching was the lack of training programs organized by universities and other institutions for instruction in the use/teaching of Web 2.0 tools.Research limitations/implicationsThe state government‐funded universities of the Maharashtra state of India were considered for the study.Originality/valueThis is one of the first papers focusing on the use of web 2.0 tools in teaching by LIS instructors in India.

O ensino de física nas séries iniciais do ensino fundamental na rede municipal de ensino do Recife segundo os seus docentes

Este trabalho investiga como esta o ensino de física nos 4º e 5º anos do Ensino Fundamental (EF) na Rede Municipal de Ensino do Recife. Para realizá-lo contamos com 145 questionários respondidos por docentes do EF I desta rede, espalhados por toda a cidade. Estes questionários nos mostram que existe uma política real de escolha do livro didático de ciencias; que a carga horária semanal dispensada para a disciplina ciencias e, na sua maioria de duas horas e a maioria dos docentes acredita ser suficiente; que o material mais utilizado para a preparação da aula é mesmo o livro didático, mas são utilizados outros como revistas, musicas etc; mais da metade dos docentes, embora considerem a física relevante aos seus alunos, não gostam de abordá-la em sala e sentem-se inseguros para fazê-lo; os assuntos mais trabalhados de física são o eletromagnetismo, energia e física térmica e apresenta algumas sugestões dos professores para a melhoria do ensino de ciencias.

Coordinación entre la materia de educación física y las actividades físico-deportivas extraescolares

In this article there is analyzed the possible connection of phy- sical education classes with the extracurricular physical activities in the Pri- mary School of the Region of Madrid. This research places inside the methodology of quantitative type of descriptive cut, across survey, which has been in use as instrument of withdrawal of information the interview standar- dized by means of questionnaire created ad hoc, that was completed by 300 teachers. In the study there is obtained that the vast majority of the teachers who give classes in the extracurricular physical activities say they do not esta- blish any coordination with the Physical Education teacher of the school. However, most of these teachers feel they would be good if there were a coor- dination with the teachers of Physical Education. However, more than half of teachers who give classes in the extracurricular physical activities believe that