Knowledge Base For Teaching Research Articles

Invigorating Knowledge Sharing in Higher Education : Indian Initiatives

Higher education institutions are temples of learning and repositories of knowledge. These are the educational hotspots which are highly responsible for knowledge creation, information storage, knowledge sharing, learning, and reuse. Knowledge has a high impetus in higher education. Knowledge management is not a new phenomenon in higher education. In the Indian higher education system, knowledge sharing plays a vital role. Knowledge sharing is involved in administrative and academic activities in higher educational institutions like colleges and universities. However, a lacuna still persists ; a gap in knowledge sharing still exists among researchers and academicians in the higher educational institutions. To fill this gap and to motivate stakeholders of higher education to share knowledge to promote their research, the Government of India has introduced several initiatives. These initiatives invigorate the researchers and academicians to add to the knowledge base of higher education and share knowledge among peer groups. This paper emphasized on the importance and benefits of knowledge sharing practices in higher education in the Indian perspective. The paper also threw some light on some of the initiatives taken up by the Government of India in promoting knowledge sharing among higher educational stakeholders.

Monitoring and reporting attacks on education in the Democratic Republic of the Congo and Somalia.

The United Nations' Monitoring and Reporting Mechanism is charged with documenting six grave violations against children in a time of conflict, including attacks on schools. Many of these incidents, however, remain unreported across the globe. This study explores whether or not a local knowledge base of education and child protection actors in North and South Kivu Provinces, Democratic Republic of the Congo, and in Mogadishu, Somalia, could contribute to a more complete record of attacks on education in those areas. Hundreds of semi-structured interviews were conducted with key informants across the three settings, and in total 432 attacks on education were documented. Purposive samples of these reports were verified and a large majority was confirmed. Local non-governmental organisations and education institutions were most knowledgeable about these incidents, but most never reported them to a monitoring authority. The study concludes that attack surveillance and response were largely insufficient, and recommends investing in mechanisms that utilise local knowledge to address these shortcomings.

Educating on anti-oppressive practice with gender and sexual minority elders: Nursing and social work perspectives

INTRODUCTION: This article relates a common dilemma in professional education out of which developed a collaboration between two health disciplines at a regional Australian university. In a literature review across the two disciplines, the authors drew from social work’s teaching knowledge base in an attempt to strengthen the nursing skill base. The intention was to provide students working in the health sector with a consistent theoretical approach and practical tools when working with sexual and gender minorities.METHOD: As associate professors in social work and nursing, the authors argue on the basis of the teaching and the literature review, for an explicitly anti-oppressive approach to be applied to the education of professionals who work with elders identifying with gender and sexual minorities. Working within an anti-oppressive framework, beginning practitioners in social work and nursing in degree-level education programmes were encouraged to explore their own attitudes including taken-for-granted assumptions often unexplored in the prevailing medical models of care. How different demographics within the lesbian, gay, bisexual, transgender, intersex, queer (LGBTQIA) community experience the health industry is a current issue for educators. There have been increasing challenges expressed by transgender individuals and their concerns over their specific health needs/stigma in rest-home-care facilities, for example.CONCLUSION: By embedding anti-oppressive principles in our teaching practice, relating to gender and sexual minorities, we acknowledge and open the debate to some of the possibilities/practicalities/difficulties of advocating for this within a broader multi-disciplinary in small town, rural contexts. The implications for social work and nursing education are discussed.

The Knowledge Base for Language Teacher Education Revisited: A Review

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

Professionalising teaching: a corpus-based approach to the professional development of teachers in Singapore

ABSTRACTThis study explores the use of a corpus of classroom discourse data (Singapore Corpus of Research in Education or SCoRE) to facilitate the professional development of English language (EL) teachers in Singapore. A survey was first conducted to probe the knowledge base and belief system of EL teachers in three key domains: epistemology, pedagogy, and discourse. This was followed by a discourse analysis of the SCoRE corpus to mine resources that could address the specific professional needs of teachers identified through the survey. Survey findings suggest that EL teachers in Singapore are less secure in epistemology than pedagogy or discourse-related issues. The efficacy of using corpus-based materials to help teachers reflect on and develop their professional competencies was tested through a workshop. The paper concludes with a discussion of the implications of using authentic and situated corpus resources to facilitate teachers’ reflective practice and professional development.

<b>Concepções de cultura no ensino de línguas: reflexões para a formação professores

A crescente comunicação intercultural por meio das tecnologias digitais no mundo atual nos faz refletir sobre a necessidade de repensarmos a relação entre língua, cultura e sociedade na formação de professores de línguas. Neste artigo, discutiremos alguns dos resultados de uma pesquisa qualitativa conduzida no contexto do projeto ‘Teletandem Brasil’, da Unesp, em um curso de formação continuada para professores de língua estrangeira da rede pública. Os resultados evidenciam a tendência dos professores de tratar cultura como um conjunto de conhecimentos sobre os produtos, práticas e perspectivas de um povo, geralmente associados a um estado-nação homogêneo, estanque e isento de conflitos. Os impactos de tais resultados para a formação de professores de línguas apontam para a necessidade de uma revisão da base de conhecimentos de tal formação no que se refere ao ensino e à aprendizagem de cultura em sala de aula de língua estrangeira, a fim de dissociá-lo da ideia de um corpo homogêneo, fixo e transparente de conhecimentos.

Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction

The present study investigated the pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction. More specifically, we explored the consistent thought patterns guiding the decisions of three Iranian teachers regarding oral corrective feedback on grammatical errors. We also examined the potential variations across these patterns as a function of the participants’ academic backgrounds. The data were collected through stimulated recall techniques. Content analysis of transcripts of stimulated recall sessions revealed 19 pedagogical thought categories which were classified into three major themes of professional knowledge, procedural knowledge, and personal knowledge. The results of statistical analysis revealed a significant positive correlation across patterns of thought categories. In addition, comparison of frequencies and average rates of reported pedagogical thought units indicated significant differences across the participants in terms of academic backgrounds. Implications of the findings for teacher professional development and suggestions for further research are provided.

Reproducing Figured Worlds of Literacy Teaching and Learning: Examining the “Language-In-Use” of an Inservice and Preservice Teacher Enacting the Practice of Literacy Planning

ABSTRACTThere are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice teachers are largely left unexamined. This study took place within an urban Professional Development School and used critical discourse analysis to examine the “language-in-use” between one inservice teacher and one preservice teacher as they engaged in the planning of a literacy lesson. The authors identified the figured worlds of teacher, literacy teaching and learning, and mentoring, as interpreted from this discourse event. Findings include figured worlds of (1) teacher as the giver and withholder of knowledge; (2) literacy teaching and learning that appears inauthentic, contrived, and teacher centered; and (3) an understanding of mentoring as inservice teacher as giver of knowledge and preservice teacher as receiver. Implications for teacher education and teacher educators are discussed.

A Study on Geography Education Knowledge Base of Geography Teachers in the Secondary School Teacher Appointment Examination

A Study on Geography Education Knowledge Base of Geography Teachers in the Secondary School Teacher Appointment Examination

Scaffolding teacher cognition: Changes in novice L2 teachers' pedagogical knowledge base through expert mentoring initiatives

Over the past two decades, there has been surge of interest in research on teacher cognition in L2 education. Although a variety of issues concerning teacher cognition have been investigated, this line of inquiry has not addressed the question of how L2 teachers' cognitive development can be supported. To address this gap, the present study aims to investigate how novice L2 teachers' pedagogical knowledge base might grow as a result of expert mentoring initiatives. To this end, four novice and four experienced teachers participated in the study. The four novice teachers received a mentoring program consisting of Video-Recorded Performance Analysis, Expert-Teacher Observation and Critical Friendship initiatives offered by the experienced teachers. Sample classroom performances of novice teachers before and after the mentoring program were video-recorded; the teachers were then interviewed regarding the thought units underlying their instructional moves using stimulated recall technique. Audio-recorded recollections of their performances were then transcribed and the underlying thought units were identified and categorized. Comparisons of the pedagogical thought units underlying their performance before and after the mentoring program revealed significant differences in both the total frequency with which they produced/expressed pedagogical thought units and the relative dominance of pedagogical thought categories.

The relationship between teacher qualification and the quality of the early childhood education and care environment

The relationship between teacher qualification and the quality of the early childhood education and care environment

Study on the Reasons Why the Ability of Junior High School Students about Data Analysis is Weak

Through the survey of 320 junior high school students and the interviews with some junior high school math teachers, we analyzed the reasons comprehensively why junior high school students' ability of data analysis were weak.The results showed that the following aspects were quite prominent: junior high school students ignored practice of the data analysis; they had a low demand for basic knowledge; teachers seldom guided the basic method of data analysis; teachers seldom supervised and evaluated students study results of data analysis in time and their frequency of summary was low. Therefore, in order to improve students' ability of data analysis effectively, math teachers should dig into the basic methods of data analysis when they prepare lessons, select and arrange the students' exercises carefully, strengthen the teaching of basic knowledge and basic method of data analysis, and pay attention to the classroom inspection and supervision of study results of students' data analysis. Students should selectively increase the practice according to their actual situation.

Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues

This article reports on teachers’ knowledge and perceptions and the issues they are concerned about in relation to pronunciation teaching. Understanding teacher cognition helps to ensure research and pedagogical advice are appropriately directed. However, there has been only a limited amount of research in this area. The researcher collected data for this study through semistructured interviews with 19 English language teachers in New Zealand. A number of themes emerged, including a lack of initial training and knowledge of phonology, leading to uncertainty about exactly what should be taught and how. This often meant pronunciation was neglected, especially in areas such as stress and intonation. It was also found that much teaching was ad hoc and in response to errors. Concerns included how to teach pronunciation in mixed–first language classes and how to help learners with speech perception. The findings raise questions for reflective practice, teacher education, and professional development; recent research has found some answers, but these are not all represented in the knowledge base of teachers, teacher education courses, or classroom textbooks. The issues raised also underline the need for more research in a number of areas.

THE EFFECT OF TEACHER INSTRUCTIONS ON PRESERVICE TEACHER’S DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE

Trying to understand the knowledge base for teaching, the Pedagogical Content Knowledge (PCK) was proposed as the main teacher’s knowledge. It amalgamates the specific knowledge and it is the difference between a teacher and a specialist. It can be both personal, deriving from practice, and canonical, which is cultural accumulation of what makes a good teacher. To acquire the last, preservice teachers (PSTE) take university classes, where theoretically their apprenticeship could be facilitated by the university teacher. Thus, it is important to understand how the university teacher best exerts his influence on PSTEs. In this paper, we show the impact of the university teacher’s interventions in the development of PCK based on analysis of a course taught to chemistry PSTE. The research was conducted in a qualitative approach, in a case study strategy. The classes from a chemistry teacher’s course from a federal university in São Paulo, Brazil were recorded for four months, to follow the development of the PCK. Qualitative forms of assessing the PCK, as CoRe, were used, and the tasks given by the teacher were collected to support the analysis. Our results show that the students’ knowledge integration responds to teacher interventions, particularly when those were customised to each individual. When the intervention was made by means of written exercises the influence on PSTE was lower than orally and when made by peers even lower or null. Being so, teacher’s interventions could be considered an INUS condition for the development of PCK in those students. Key words: knowledge integration, Pedagogical Content Knowledge, pre-service teacher, teacher formation.

Exploring Perceptions of Curriculum Change in Initial English Language Teacher Education: A Case in Argentina

With the implementation of a new national education law in Argentina, the theoretical underpinnings, structure, and knowledge base for initial teacher education are being transformed. In the province of Chubut, southern Argentina, 2014 was devoted to the delineation of new jurisdictional programmes (Banegas, 2014), and 2015 was the year of implementing such programmes. In this paper I examine the perceptions of a group of students at an initial English language teacher education (IELTE) programme who decided to transfer from their 2013 cohort to the 2015 cohort under the new programme. I also examine teacher educators’ perceptions of the new programme. Through both students’ and teacher educators’ views, I compare and contrast the strengths, weaknesses and challenges of the changes introduced in IELTE in my context.

Human Motivation in the Digital Commons: Reflections on Robbie McClintock's Conception of Formative Justice

Background & Purpose According to McClintock, persons and groups exercise formative justice as a strategy of selecting the behaviors, powers, and potentials that ought to receive educational attention to achieve their maximization. We argue that the question of what motivates individuals and collectives to utilize certain capacities to realize specific goals becomes paramount to the issue of formative justice. Drawing on distinguished work in experimental psychology and network theory, we explore the relationship between human motivation and the utilization of commons-based digital resources in education. We argue that the insights gained in the course of integrating commons-based digital resources into educational practice can also further advance our critical understanding of Robbie McClintock's conception of formative justice. In particular, we focus on the twin notions of value and human motivation in both formative justice and digital culture. Formative justice and digital culture share an emphasis on the pursuit of goals for intrinsic purposes rather than as a means toward extrinsic rewards such as monetary compensation. This shared approach to value theory makes formative justice an increasingly important contribution to 21st-century educational theory. Research Design We analyze Robbie McClintock's conception of formative justice, as well as work in experimental psychology and network theory, in order to give substance to the theory of human motivation implied in his account. Conclusions/Recommendations We conclude by suggesting that formative justice as an educational paradigm is best served by an emergent curriculum that responds to the evolving interests of students in connection with the teacher's knowledge base and interests.

First additional language teaching in selected grade 4 – 6 classes in Western Cape urban schools: The case of Afrikaans

This study investigates the current state of Afrikaans First Additional Language (FAL) teaching in Gr 4 – 6 classes in Western Cape urban schools against the background of the national drive towards the promotion of multilingualism among the learners of South African schools. Based on Vygotsky’s theory that learning is a process where an expert leads the child to internalise new knowledge as well as Shulman’s theoretical framework that addresses the professional knowledge base of teachers, this study used a mixed methods approach to generate empirical data. The literature study provides an overview of the major methodologies relevant to FAL teaching, whilst the questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with Afrikaans FAL teachers. The study showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited and revealed that teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. It is therefore recommended that there is no single method that will ensure effective FAL teaching, but teachers should implement an eclectic approach to achieve the best results. Furthermore, initial teacher training programmes and in-service training workshops should be adapted in order to prepare teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies. Key words: constructivism, curriculum, eclectic approach, language policies, multilingualism, pedagogical content knowledge.

The effect of perioperative surgical home on anesthesiology teaching

The academic orientation determines development direction of subject, and also puts forward corresponding requirements for professional teaching. The deep development of anesthesiology, perfect preoperative evaluation, refined management of clinical anesthesia and ultimately improving prognosis of patients are total development directions of anesthesiology. Perioperative patient home(PSH)advocates taking patients as center, dominated by anesthesia, based on evidence-based medicine in perioperative period, solidarity and cooperation of multiple disciplines, integration of a variety of medical resources, and providing continuous and efficient medical services for patients. PSH is required to ensure safety of clinical anesthesia, reduce incidence of anesthesia mortality and serious complications, and improve long-term survival rate and quality of life by improving clinical work of department of Practicing PSH, anesthetic doctors should have academic idea of the treatment of anesthesia. The concept requires making comprehensive use of a variety of teaching methods, putting emphasis on training of basic knowledge, and in teaching of basic knowledge, infiltrating overall and local thinking and using lecture method in cooperation with case teaching. To make solid promotion of PSH concept, we should use CBL teaching, strengthening management of clinical anesthesia, and striving to promote clinical practice of PSH. Key words: Perioperative surgical home; Anesthesiology teaching; Disciplinary location

Language Teacher Identity and the Domestication of Dissent: An Exploratory Account

In this article, the notion of dissent refers to a more critical, ideological orientation to advocacy for and by TESOL professionals. The notion of domestication refers to identity‐forming practices in the knowledge base of language teacher education (LTE) and in professional certification processes that potentially displace this critical orientation. After a discussion of field‐internal examples (e.g., epistemic dependencies, Kumaravadivelu, 2012; linguistics applied, Widdowson, 1980; language objectification, Reagan, 2004), the article takes up a specific context of domestication: TESL Ontario's accreditation processes and requirements for the certification of adult instructors of ESL (English as a second language). Examining organizational documents and membership survey data, the article suggests that the framing of advocacy is inadequate for the conditions of underemployment and overqualification in this jurisdiction. The article then suggests an alternative for fostering critical advocacy skills in preservice programming: an Issues Analysis Project, in which teachers identify a “gap” in the field (i.e., pedagogical, ideological) and design a blueprint for action (e.g., advocacy letter, policy statement, workshop, curricular innovation) that potentially offers a resolution. The conclusions take up the broader implications of the study for language teacher identity negotiation as well as the TESOL organization's efforts in promoting advocacy amongst its membership.

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