Teacher Knowledge Research Articles

Does students' understanding of corporate governance in Ghanaian higher education relate to teacher knowledge and teaching methods?

AbstractThere is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross‐sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

Pemberdayaan Guru Sekolah Mengenai Keselamatan Berlalu Lintas

The behavior of drivers in the Tegal City school community often violates traffic rules because they do not understand and are not aware of traffic safety. Increased knowledge, understanding, awareness and skills of teachers regarding traffic safety need to be increased and empowered more massively. Empowering school teachers regarding traffic safety includes 4 stages (preparation, initial test, community empowerment, and final test) with traffic safety community results. 240 PAUD/TK/RA, SD/MI, SMP/MTs, and SMA/SMK/MA teachers as participants for 2 days with 7 topics. The majority of participants consisted of bachelor's degrees (89.6%), women (55.8%), ages 36-46 (35%), and PAUD teachers (25.8%). The initial test for 7 topics is still between 20%. Activities on the first day are stages 1-4 and on the second day stages 5-7. The final test of 7 topics is above 75%. 7 topics had an increase of more than 55%. Increasing school teachers' knowledge has an impact on imparting knowledge to students about traffic safety which can be a step to reduce the occurrence of accidents on the road.

Skill Competencies of PE Teachers Based On Qualitative Contribution Evaluation of NBC 461 towards An Upskilling Program

This study on the continuing professional development of physical education teachers in selected local and state universities and colleges in Laguna provide valuable insights into their teaching practices and the perception of Career Professional Development (CPD) programs. The findings reveal that the teachers exhibit a high level of competency in planning, instruction, and assessment, with mean scores of 4.89, 4.81, and 4.75, respectively. These scores indicate competencies beyond the highly proficient level, placing them in the category of "Distinguished Teachers (DT)." The study also highlights the positive impact of CPD programs on teaching skills, collaboration among teachers, professional growth, and student performance. The analysis of supervisors' perspectives offers additional insights into strategies for enhancing teachers' participation and engagement in CPD programs. The recommended upskilling CPD strategies aim to strengthen professional development initiatives, customize programs to address specific needs and improve program effectiveness through regular evaluation and feedback mechanisms. By implementing these recommendations, this study contributes to the enhancement of the knowledge, skills, and teaching practices of physical education teachers, ultimately benefiting both teachers and students in the field of physical education in Laguna.

Content Specific Pedagogical Knowledge and Teacher Knowledge Transfer

Pedagogical knowledge and in particular Content Specific Pedagogical Knowledge (CSPK) has been widely researched and discussed. Teacher training institutions globally have embraced knowledge bases proposed by researchers in their curriculum to prepare teachers for teaching. The transferability of CSPK has, however, received little attention. This article explores the transferability of CSPK by teachers. Using a literature review analysis method, the article raises the questions of why, and how, the need for CSPK transfer and addresses issues surrounding knowledge transfer. Focusing on a spiral curriculum, the transfer is seen more in relation to conceptual connection within a subject and across subjects, and integration of disciplines. The authors argue that teacher training should embrace aspects of knowledge transfer so that teachers are not rendered redundant when curricular changes and when some subjects which teachers have been trained are dropped from the curricular. Further research is recommended.

Professional development sessions increased teacher knowledge and confidence to include agriculture in core curricular courses

AbstractAgricultural systems are complex and can be used as examples to teach science, technology, engineering, and math (STEM) concepts. However, inclusion of agriculture in core STEM courses is often limited. Three professional development sessions for K‐12 teachers were offered in 2021–2022 (hybrid or remote sessions) and repeated in 2022–2023 (in‐person sessions) to highlight ways that agricultural plant production systems could be incorporated into core courses like biology, environmental science, chemistry, and math. Teacher participants asked how knowledge level and confidence were influencing their inclusion of agriculture into STEM courses before and after the sessions, and gains in knowledge on content‐based questions were also evaluated. Response rates in Year 1 ranged from 8.0% to 38.5%, and usable response rates in Year 2 ranged from 47% to 68%. The availability of lessons or activities and teacher content knowledge both increased teacher likelihood to incorporate in three sessions. However, the additional time needed to incorporate new lessons was identified as affecting the likelihood to incorporate materials after the Year 1 ecology session. Teacher confidence to incorporate agricultural lessons or activities into their courses increased in four of the sessions, though teachers became more aware that limited resources are available to help increase adoption. Awareness of how agriculture can be used to meet learning standards also improved teacher confidence in four sessions. Average score on knowledge‐based questions increased in all six sessions, but was only significant for two sessions. These sessions were successful at increasing teacher knowledge and confidence to incorporate agriculture into STEM courses.

Role of Teaching-Learning Resource Availability as Moderator on Digital Technology Knowledge and Instructional Supervision Skills of Teachers

The current study was set to evaluate whether teaching etiquette significantly moderates the relationship between intercultural sensitivity and work fulfillment of teachers. In this study, the researcher selected the 212 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that digital technology knowledge, instructional supervision skills of teachers, and teaching-learning resource availability in Maa District, Davao City. were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City when moderated by teaching- learning resource availability. Evidently, heirarchical regression analysis proved that teaching-learning resource availability significantly moderates the interaction between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City.

What do teachers in Romania think about children's sexual development and education?

The topic of sexuality passes for a taboo in our country even today, there being no open treatment of the subject, not even in the closest family circle. There is no sexual education in schools, while sexual enlightenment is restricted to 1-2 hours, provided at the age of 13-14. Our goal is to determine the knowledge and views of Romanian teachers on the sexual development and sexual education of children. The survey was conducted in 2022-2023 as self-filling on-line questionnaire (N=455). Our research was aimed at exacting the knowledge of Romanian kindergarten teachers, elementary school teachers and teachers on the bodily and psychic safety of children, on the factors endangering these, on various topics of sexual education, on the openness of parents related to the sexuality of their children and the flexibility of kindergartens and schools in what pertains to the introduction of sexual education. Most of our responders consider sexuality to be a natural part of a healthy life and that it should be tackled from the earliest possible ages both within the family and in educational institutions. According to the surveyed teachers, parents are reluctant to talk about sexuality to their own children and rely on sexual education in kindergartens and schools. If training on sexual education were to be introduced in Romania, most of the surveyed would gladly participate. They also recommended 27 related topics in 7 categories, all of which should all be covered by the said training. Our results called attention to the deficiency of education on reproduction. This can be improved but the task is complex. In order to solve the problem, the educational systemic view needs to change, while directives based on scientific proof need to be accepted and observed. All teachers dealing with the age-groups concerned need to take part in the educational process. Parents, teachers and educators need to be aware of the self-image developed by the child and of the effect this image has upon the evolution of the child’s future role in society. Sexual education should imperatively be incorporated into the educational process beginning with toddlers and up to young adults.

Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program

Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program

Non-Suicidal Self-Injury among Adolescents: Effect of Knowledge, Attitudes, Role Perceptions, and Barriers in Mental Health Care on Teachers' Responses.

Non-suicidal self-injury (NSSI) involves the deliberate harm of one's body without the intent to commit suicide and is particularly concerning among adolescents. Teachers play a critical role as gatekeepers in identifying and addressing self-harm, underscoring the importance of their knowledge and response strategies in this area. This study explored how teachers' knowledge, attitudes towards NSSI, perceived roles, and workplace barriers affect their responses to students exhibiting NSSI behaviors. A cross-sectional survey was conducted among 203 middle and high school teachers in Israel. Data were collected during July and August 2023 using six validated questionnaires. Higher levels of teacher knowledge, positive attitudes, and strong role perceptions correlated with more effective responses to NSSI, whereas increased workplace barriers tended to diminish response efficacy. Positive correlations emerged between role perception and both knowledge and attitudes, whereas negative correlations emerged between workplace barriers, attitudes, and role perceptions. Teaching experience moderated the impact of role perception and workplace barriers on responses. Significant differences were observed between regular and special education settings, although no differences were noted in referral rates or years of seniority. These findings suggest that enhancing teacher knowledge and attitudes towards NSSI, while addressing workplace barriers, can improve response efficacy in educational settings.

Memahami dan Mengembangkan Potensi Anak Berbakat: Pendekatan Pendidikan dan Pendampingan Sosial-Emosional

Every child is born with unique characteristics that are viewed favorably by the Creator. No child is born without a life plan from God. The presence of a child brings happiness to parents who have longed for their arrival. Each child has different abilities and characteristics, even twins. This uniqueness requires parents to provide treatment that is appropriate for the child's condition. Children with above-average abilities are known as gifted children. In the field of education, especially in elementary schools, it is important for teachers to identify gifted children. A teacher's knowledge of the criteria for gifted children is crucial for determining the appropriate handling, as gifted children require special treatment to optimally develop their talents. Gifted children often exhibit unique learning styles, talents, and characteristics that necessitate individualized learning approaches. Despite their high intelligence, gifted children may also experience difficulties with social and emotional tasks. Therefore, they need a conducive learning environment and counseling services to support their social-emotional development. The development of creativity and moral education also plays a significant role in shaping the personality of gifted children.

Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted as general measures of performance-related self-beliefs. Still, due to the contextualized nature of TPACK and potential biases, their use as proxies for actual knowledge has been criticized. Self-reports may be especially gender biased as women often underestimate their performance in STEM subjects. Drawing on a sample of N = 161 mathematics in-service and pre-service teachers, we aim to analyze (i) the structure of the self-reported knowledge and (ii) the relationship between self-reported and contextualized actual knowledge. To this end, we used general TPACK self-reports and a test instrument that infers the amount of knowledge separately for each dimension from performance over multiple authentic demands that teachers encounter teaching secondary school mathematics. The current study shows that the TPACK self-beliefs can be separated and measured reliably. Although all self-beliefs show bivariate relations to corresponding actual knowledge dimensions, this changes for PCK and TPCK self-beliefs when other actual knowledge dimensions are controlled. We interpret these findings that TCK self-belief and to a lesser degree CK self-belief seem to be calibrated according to corresponding actual knowledge, while PCK and TPCK self-beliefs are primarily calibrated according to non-pedagogy-related actual knowledge. Lastly, we do not find gender biases, but a small gender effect with lower actual and self-reported knowledge for female teachers over all dimensions.

Teacher Knowledge and Confidence Integrating Social Change Concepts in K–12 Classrooms

The purpose of this survey research was to examine the perspectives of K–12 classroom teachers about their knowledge of social change concepts and their confidence in implementing these into their existing curriculum. A questionnaire was used to (a) examine the perspectives of K–12 classroom teachers about the knowledge, skills, and resources they need to implement social change concepts into their teaching and (b) define areas of social change that teachers struggle to implement in K–12 classrooms. We employed Wilcoxen signed rank tests to determine if differences existed between what teachers reported they knew and their confidence in integrating 11 social change issues and their self-reported comfort level integrating those issues into a classroom. Findings showed that teachers are concerned about social change issues, as most of the 199 participants listed issues about race and digital literacy among the top issues needing to be integrated into K–12 curriculum. Open-ended responses were open-coded and indicated that teachers have social change knowledge but may lack the training and support from the administration to successfully integrate these issues into their teaching.

Content Validity of Digital Knowledge using CVI Method

This study aims to examine the content validity of Digital Knowledge for TESL pre-service teachers using Content Validity Index (CVI). Seven experts were selected via purposive sampling evaluated the content. Four professional university experts in multimedia learning, digital, and psychometrics, and three subject matter experts from Institute of Teacher Education Malaysia (ITEM) were consulted. The instruments involved 73 items with three main constructs. The result showed that the instrument has good content validity and suggests that Digital Knowledge has a great potential to be promoted as good instrument to measure TESL pre-service teachers’ perception of writing essay.

Student Teachers’ Knowledge of School-level Geometry: Implications for Teaching and Learning

<p style="text-align:justify">This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer- aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers’ geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.</p>

Content knowledge and pedagogy of science teachers’ spiral progression approach in teaching in Magsaysay, Occidental Mindoro

Content knowledge and pedagogy of science teachers’ spiral progression approach in teaching in Magsaysay, Occidental Mindoro

Pre-service Teacher’s Perceptions on Technological Pedagogical and Content Knowledge (TPACK)

This is 21st century, an era of aligns standardized curriculum, advanced technologies and integrated knowledge. To meet the challenges of this changing world there is a need to enhance the certain core competencies of teachers such as collaboration, digital literacy, critical thinking, problems solving and the knowledge of teaching and technology to achieve the goals of quality of education and students’ achievement. Technological Pedagogical and Content Knowledge (TPACK) is a technical framework of collective and composite knowledge required for teachers teaching practices in the classrooms with technology integration. So, in this study the perceptions of pre-service teacher’s about TPACK were assessed through cross sectional survey. Sixty-five secondary school pre-service teachers from Department of Education, Mizoram University were selected as sample of the study. A five-point Likert scale was used in this study to collect the information from the respondents. The research reveals that majority of pre service teachers has average level of professional knowledge of technology integration and its use in their teaching practices and there was no significant difference in their perceptions of TPACK with reference to their gender.

Analisis Perilaku Sosial Santri sebagai Dampak dari Penggunaan Gadget di Pondok Pesantren Manbaul Hikam Desa Tegalmojo Kecamatan Tegalsiwalan Kabupaten Probolinggo

This research aims to look at the phenomenon of gadget use and its impact on the social behavior of children at the Manbaul Hikam Islamic Boarding School in Tegalmojo Village, Tegalsiwalan District, Probolinggo Regency. This type of research is qualitative research with descriptive methods. The selection of informants was carried out using Purposive Sampling technique. The type of data is collected through observation, interviews and documentation. The research results show that some students use gadgets. The features that are often used are camera, WA, games, Mp3, YouTube, internet and social media. These features are used to find the information needed, search for study materials, for entertainment, and to relieve boredom. Gadgets are always used all the time and are often used at inappropriate times, such as in the learning process of students using gadgets without the teacher's knowledge. The phenomenon of using gadgets has an impact on the social behavior of students at the Manbaul Hikam Islamic Boarding School in Tegalmojo Village, namely making it easy for students to interact with many people via social media so that they lose track of time and often do not participate in Islamic Boarding School activities.

Digital Methods to Promote Inclusive and Effective Learning in Schools: A Mixed Methods Research Study

Abstract This study investigates 14 digitally enhanced learning methods, shedding light on students with special educational needs (SEN) in inclusive digital learning environments. We seek to fill the gap in the literature by specifically investigating methods suitable for students with SEN. A survey among experts has been carried out to assess learning methods that are effectively applicable in inclusive digital learning environments. A mixed method: quantitative and qualitative data analysis with the use of a constant comparative method has been applied to synthesise and compare experts’ answers. Quantitative data analysis showed that cooperative learning, digital problem/project-based learning, and virtual exchange are the most suitable methods for all students, whereas digital problem/project-based learning, cooperative learning, and service-learning were agreed upon as the most appropriate for students with SEN. Answers to open questions, evaluated using a qualitative approach, showed that the effectiveness of digital approaches is heavily reliant on the skills, experience, willingness, confidence, and knowledge of teachers implementing them. Employing cooperative learning and digital problem/project-based learning, particularly by experienced and highly skilled teachers, has the potential to effectively support all students, including those with SEN, in digital learning environments.

Research approaches in master-based teacher education preparing student teachers for professional work

Student teachers have been found to be critical toward the research approaches they learned from their master's-based teacher education programmes. Our aim is to discuss how certain research approaches learnt during a 5-year academic master's level teacher education, may bring student teachers close to practice and provide them with conceptual and practical tools for a thorough understanding of the practice of teaching. The argumentation is based on an elaboration of master's-based teacher education programs in Finland and Norway and the essential characteristics of teachers' work. We elaborate on student teachers' need to understand constative, critical and constructive research approaches. This includes critical approaches such as observations and interviews for understanding and interpretation, and constructive approaches such as action research and lesson studies. Finally, we argue that, through these approaches, student teachers make use of research knowledge in teachers' work with an inquiring orientation as well as develop and change their practice.

Impact of Distance Professional Development Course on Early Childhood Teacher’s Knowledge, Skills, and Beliefs on Self-Regulation

This study aims to evaluate the impact of a distance professional development course, within the framework of the Preschool Situational Self-Regulation Program (PRSIST), on the knowledge, beliefs, and skills of early childhood education teachers about self-regulation skills. One of the qualitative methods, the case study, was preferred for the current study. The research was conducted with 5 early childhood education teachers, working in a city in middle Anatolia, Turkey. The teachers attended the synchronous distance professional development course 1 day a week for 5 weeks. The total duration of the five sessions was 120 minutes. Interview forms, reflective journals, and documents were used as data collection tools. As a result of the research, it was found that the course had positive impact on teachers' knowledge, skills, and beliefs about self-regulation skills.