Representations Of Teachers Research Articles

Depiction Of Moral Values In Indonesian English Junior High School Textbooks

Most language textbooks are analyzed by emphasizing cultural/multicultural content, gender stereotypes/representation, neoliberalism, and pedagogical representation. The role of language textbooks on moral and cultural values at various levels has been examined. However, moral values at the junior high school level are scarce. This study examined the moral values in junior high school English textbooks entitled “English for Nusantara” for grades 7 and 8 published by the Indonesian Education Standard, Curriculum, and Assessment Agency of the Ministry of Education Culture, Research and Higher Education within the independent curriculum. This research used a qualitative content analysis research design. This study adopted the Moral Foundations Theory Framework (MTF) Graham presented a set of moral principles such as care/harm, fairness/cheating, loyalty/betrayal, authority/subversion, and sanctity/degradation. The result showed that both the textbooks for grades 7 and 8 were similar representing more dominant moral values than bad values, with percentages of 95% and 59%, respectively. The other finding suggested that the textbooks did not integrate authority, loyalty, and fairness. The study implies incorporating stories that highlight moral values should be required to internalize ethical values and encourage students to do good things.

Effect of using multiple representations in teaching mechanics problem-solving on engineering students’ academic performance in Rwanda

In recent years, the use of multiple representations in physics teaching and learning has become more common. This study sought to determine if engineering students’ performance in Rwanda might be improved by the use of numerous representations when solving mechanics problems. Multiple representations improve students’ comprehension and recall of mechanics ideas, supporting efficient teaching methods and critical thinking. This study employed a quasi-experimental research design with pre-and post-test control and experimental groups. A total of 100 students were enrolled in the study, divided into two groups: the experimental group consisted of 52 students who received instruction using multiple representations, and the control group consisted of 48 students who received instruction using traditional methods. In the study, students’ performance was measured before and after intervention using a mechanics test. The mechanics problem-solving pre-test findings indicated a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant differences between the two groups. A post-test revealed a p-value < 0.001 between the groups, indicating that the experimental group outperformed the control group significantly. According to the findings, engineering student’s academic performance in physics can be improved through the use of multiple representations in teaching and learning mechanics problem-solving. This study will support the development of Rwandan education policies, instructional approaches, and global pedagogy are all supported by this study.

Pedagogical Representation of Modern Childhood Image in the Context of Social Development Trends

Pedagogical Representation of Modern Childhood Image in the Context of Social Development Trends

Pedagogical Representations of Gender in Early Years Sector

Pedagogical Representations of Gender in Early Years Sector

MULTIPLE REPRESENTATIONS OF FUNCTIONS IN THE FRAME OF DISTANCE LEARNING

In this paper, the effectiveness of the use of multiple representations in teaching and learning functions is analyzed. The research was conducted in the frame of distance learning of calculus course at University of Novi Sad in 2021 (during COVID-19 crisis), in the dynamic software environment. The students’ work on the analysis the properties of functions, by using the multiple representations of functions, is presented, and analyzed. Results of the study implies that dynamic software environment during distance learning of mathematics, encourage solving tasks with using different approach by students and helps them to create their own sophisticated knowledge about the functions and their properties.

Teachers’ Teaching Practices and Students’ Self-Concept in Relation To Problem-Solving Performance

The teachers’ teaching practices and the students’ self-concept play a vital role in the performance of students in Mathematics. This study explored the extent of Mathematics teachers' teaching practices and the level of the students' self-concept toward mathematics in relation to problem-solving performance. It was conducted on a total of 111 Grade 10 students who participated in the limited face-to-face classes in all secondary schools in District 10 of the Division of Ozamiz City. This study employed a descriptive-correlational research design. Questionnaires and a problem-solving test were utilized in gathering the data that were analyzed and interpreted using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. Results showed that the Mathematics teachers' teaching practices were demonstrated to a great extent. The students have a fair level of learned self-concept, organized self-concept, and a good level of dynamic self-concept. However, the students' performance in problem-solving did not meet the expectations of the standards set by the DepEd. It was found that there was a significant relationship between the teachers' use of mathematical representations in teaching and the students' problem-solving performance in Mathematics. Furthermore, there was a significant relationship between students' dynamic self-concept and problem-solving performance. The use of mathematical representations of teachers and students' dynamic self-concepts were the predictors of students' problem-solving performance.&#x0D;

NONLINGUISTIC REPRESENTATION IN TEACHING SOCIAL SCIENCE: ITS OUTCOME TO TEACHING AND LEARNING PROCESS

This thesis, entitled Nonlinguistic Representation in Teaching Social Science: Its Outcome to Teaching and Learning Process, is intended to find answers to the following questions: 1.) What is the level of using nonlinguistic representation in terms of graphic organizers, physical models, mental images, illustrations/pictures, and kinesthetic activities? 2.) What is the level of student performance in pre-test and post-test in terms of comprehension, application, analysis, synthesis, and evaluation? 3.) Is there a significant difference between the pre-test and post-test? and 4.) Does the use of nonlinguistic representation have a significant effect on student performance in teaching Social Science? A descriptive method was used in the study to determine the effect of using nonlinguistic representations on the performance of students in teaching Social Science. The primary respondents to this study were the Senior High School students at San Pedro Relocation Center National High School. One hundred fifty (150) out of the total number of students in grade 12 were used as respondents for this study. The finding shows that the pre-test and post-test were observed to have a significant difference in the performance of the students in social science. This means that the use of nonlinguistic representation in social science teaching has been effective, and students have gained knowledge and skills. On the other hand, the finding shows that the graphic organizer, physical models, mental images, picture/illustrations and kinesthetic activities of the nonlinguistic representation were observed to have a significant effect on the students performance on their post-test. This shows that the use of nonlinguistic representations in the teaching and learning process improved student learning results, based on the findings. Students get a deeper and more profound knowledge of the material, which may result in enhanced academic performance. The study concludes that the pre-test and post-test were observed to have a significant difference in the performance of the students in social science. It can be inferred that at the 0.05 level of significance, the null hypothesis there is no significant difference in the pre-test and post-test of the students performance was rejected. The nonlinguistic representation was observed to have a significant effect on the students performance, as measured by their post-test. It can be inferred that at the 0.05 level of significance, the null hypothesis There is no significant effect of using nonlinguistic representations on the performance of the students in teaching social science was rejected. This recommends that teachers continue to incorporate these tools into their classroom instruction. It is important to recognize that students have diverse learning styles, and nonlinguistic representations can help to accommodate these differences by providing students with a range of ways to engage with and comprehend the subject matter.

The Representation of Teaching in the Anglo-American Tradition: Opportunities for Intercultural Learning and Teacher Training

The Representation of Teaching in the Anglo-American Tradition: Opportunities for Intercultural Learning and Teacher Training

The shape of European jazz: On mute, mutable and pedagogical musical representations

Readers of comics can easily call to mind images of musical notation they have seen on the page. It is a cliché of the medium that a speech balloon bearing a pair of quarter notes usually hovers near a singing bird, and it is no less common that floods of eighth, quarter, half and whole notes emanate from a turntable speaker or the bell of a saxophone drawn inside the panel borders. Yet the ways in which musical notation and musical expression take shape on the comics page are highly contextualized. For those comics that move beyond stereotypical depictions of musical sounds, how musical notes and emanations are depicted on the page are closely connected with the theme, critical aspirations and sociocultural context of a given work. Focusing on the representation of Black American jazz music in particular, and its transatlantic resonance in Europe (Germany, France and Spain) during the twentieth century, this article investigates three divergent manifestations of this phenomenon. By analysing innovative examples of musical representation from Berlin (Jason Lutes), Total Jazz (Blutch) and Montoliu Plays Tete (Gani Jakupi and Miquel Jurado), a basic typology is offered of mute, mutable and pedagogical representations of music in which comics form, audience reception and social context are interconnected.

A tale of two schools: curriculum deliberation and school-level orientation in transforming knowledge through lesson study

PurposeThe purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.Design/methodology/approachThe study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.FindingsThe two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.Originality/valueThe study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.

Rupturing the Whitespace

In this article, I enter into a poetic engagement with scholars Audre Lorde, Mecca Jamilah Sullivan, and Cynthia Dillard and to explore the ways in which I seek to “rupture” normative understandings and representations of teaching and research praxis in higher education. It is an unapologetic reclamation of Lorde’s concept of the Erotic as an act of what Dillard calls (re)membering, and Sullivan’s working of queer reading practices that encourage us to expand our scholarly vocabulary beyond the “whitespace”—beyond what English prose is able to capture. In this work, I offer my own body as data as well as a framework for assessing praxis alignment through embodied analysis, answering Lorde’s call to privilege the rightness of “feeling” as true knowledge. This article is a love letter to Black feminist cultural production and a radical reimagining of the metrics of oppression that have historically been used to disconnect our bodies and minds in the name of science and best practice. It is a call to celebrate the liminal spaces that we occupy with the fullness of ourselves, and to trust our own authoring of knowledge, experience, and wisdom as educators, researchers, and scholars.

Covid-19: knowledge, risk perception, trust and vaccination readiness among German medical students

IntroductionThe Covid-19 pandemic has highlighted the urgency for innovative vaccine strategies since the best of vaccines cannot be useful if people do not accept vaccinations. The current situation suggests that vaccinology has been ignored in the medical curriculum and needs more representation in teaching.ObjectivesWhat, where and how vaccinology is taught during medical studies in Heidelberg and development of an interdisciplinary revised syllabus and practice-oriented teaching methods.MethodsCurricular mapping of courses on the topic of “vaccination”, defining new learning objectives for designing innovative teaching units in consultation with teachers and students, redevelopment and updating of teaching materials.ResultsIn preliminary work, an OSCE has been created by students. Initial findings on the status of teaching on vaccinations and related communication skills in medical schools of Germany with respect to student needs and the national guidelines on learning goals for future physicians are submitted in journal ‘Vaccine’. In collaboration with the elective track Digital Medicine, two tele-OSCEs, an online knowledge quiz on vaccination education and a corresponding evaluation tool will be developed in WS 2021/22. Students will learn how to create modern teaching methods and evaluate them scientifically, using a concrete and relevant topic as an example, and will gain an insight into teaching.ConclusionsThe findings will be integrated into the Heidelberg medical school curriculum (HeiCuMed) on a long-term basis by developing a comprehensive interdisciplinary module ‘Vaccination and Vaccines’, which can either be integrated into various existing courses (e.g. virology, medical Communication, global health, etc) or as a separate elective interprofessional course.DisclosureNo significant relationships.

The Representation of Teaching in the German Tradition: The Primacy of Bildung

The Representation of Teaching in the German Tradition: The Primacy of Bildung

Representations and Realization of Written Planning of PSE Teachers in Tunisia

Planning is an act of anticipation carried out by the teacher during the pre-active phase to prioritize the pedagogical and didactic teaching approaches. On the other hand, in the teaching field, the teaching-learning situation is also complex to be identified by simple planning. In this study, we seek to explain the influence of gender and the seniority of physical education and sports (PSE) teachers on representations of written lesson planning and its management in the field. We collaborated with 20 PSE teachers and 10 trainee students in initial training in secondary schools. We filmed practical sessions and we carried out two types of interviews with the participants and we analyzed the content of the written plans of the participants in our experiment. Our results show that the professional seniority and the gender of the PSE teacher do not modulate the representations that are made of the written planning of the lesson. However, in practice, the teacher's representations of written planning are not always consistent with their realization on the ground. The difference between teachers' representations of the PSE teacher's written planning and their teaching practices is dependent on the professional seniority and gender of the acting person. The actions of the actor are shaped by the aspects inherent in the learning situation, the actions of the teacher are therefore contextualized.

PHILOSOPHICAL ANALYSIS OF CONCEPTUAL FUNDAMENTALS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT

Summary. In the work on the basis of interdisciplinary and metaparadigmatic approaches dominated by systems analysis and culturological approach, the study of education for sustainable development as a scientific object that combines the subject of philosophy of education and pedagogy. A generalized analysis of existing approaches to understanding education for sustainable development is given. Modern education for sustainable development is a harmonious complement to humanistic education in the part related to the interaction of man and the environment. Today, as always, there is a need to maximize humanization processes in various spheres of human life. However, along with this, new priorities are coming to education, which reflect the processes of globalization and the need to harmonize human-nature relations. Accordingly, the focus of education for sustainable development is the problems of optimal organization of the environment of mankind in general and each person in particular. It is concluded that the studied phenomenon acts as an integral construct that can be used for systematic analysis of changes in the education of the post-classical model. It is shown that the main directions of education development are determined by the principles of sustainable development society and the reflection of these principles in the educational sphere. The interrelation of the formation of a safe and favorable environment for human development and changes in modern education, as well as areas of education for sustainable development in specific pedagogical representations. in modern conditions, education for sustainable development goes far beyond traditional environmental issues. It serves as a basis for the integration of almost all innovation processes in the field of education, ensuring the complementarity of changes in education and society. The basic dimensions of modern education (mediality, subject-centeredness, openness, etc.) are also characteristics of education for sustainable development. The main direction of further research should be considered the development of methodology and methods of conceptual synthesis of educational innovations based on the principles of sustainable development.

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.

The Impact of External Contextual Factors on Teaching Candidates

The formation of a teacher’s identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates’ identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates’ beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates’ teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates’ identities and what teacher education programmes need to do to strengthen candidates’ identities in the face of negative external influences.

Didactic Explanation and School Mathematical Discourse: The Case of Variation

Context: An important area of research in educational mathematics is social communicative practices in classroom organization. Objective: To locate and analyse the forms of introduction and development of variation in teaching situations. Design: Using a qualitative - interpretive approach, specifically an ethnographic study, for the analysis of socially shared practices among teachers, when they use explanation in the classroom and its correlation in the extended classroom. Environment and participants: The research participants were three professors (one physicist and two mathematicians) who taught the subject Mathematics I. On average, thei r groups consisted of 37 students. Data collection and analysis: Information was collected through audio - recorded and transcribed classroom observations. A detailed sequential study was carried out on teaching situations to describe the work done in each i ntervention that precedes or proceeds to yet another situation and thus construct the categories of analysis. Results: Due to the interactive nature, the construction of explanations is seen as an object of analysis and this implies that the minimum units are sequences of interactions, since the construction of discursive resources and meanings for variation was addressed. Conclusions: During the classes we recorded different types of explanation, models in which the notion of variation is modelled, the tea ching representations when explaining the contents through numerical, algebraic, and natural language representation.

Investigating the transformation of a secondary teacher’s knowledge of trigonometric functions

Shulman (1987) defined pedagogical content knowledge as the knowledge required to transform subject-matter knowledge into curricular material and pedagogical representations. This paper presents the results of an exploratory case study that examined a secondary teacher’s knowledge of sine and cosine values in both clinical and professional settings to discern the characteristics of mathematical schemes that facilitate their transformation into learning artifacts and experiences for students. My analysis revealed that the teacher’s knowledge of sine and cosine values consisted of uncoordinated quantitative and arithmetic schemes and that he was cognizant only of the behavioral proficiencies these schemes enable, not the mental actions and conceptual operations they entail. Based on these findings, I hypothesize that the extent to which a teacher is consciously aware of the mental activity that comprises their mathematical conceptions influences their capacity to transform their mathematical knowledge into curricular material and pedagogical representations to effectively support students’ conceptual learning.

The pedagogical representation of mass functions with LEGO and their origin

We promote the teaching of mass functions as an integral part of an interdisciplinary science education. Mass functions characterize the frequency distributions of objects with different masses on all cosmic scales. We intend to enhance experiential learning of this concept with a creative LEGO brick experiment for a diverse student audience. To our surprise, the LEGO mass function is not only qualitatively but also quantitatively comparable to mass functions found across the Universe. We also discuss the relation between gravitation and mass distributions as a possible explanation for the continuity of the universal mass function.