Development Of Subject Knowledge Research Articles

Unveiling competence in the classroom: A multidimensional assessment of computer science teachers’ self-efficacy in coding education

AbstractThe significance of teachers’ self-efficacy in coding education within K-12 settings has grown substantially. However, the literature lacks subject-specific measurement tools tailored to assess teachers’ self-efficacy in coding instruction. This study adopted a mixed methods approach to develop a reliable and valid instrument for measuring computer science (CS) teachers’ self-efficacy in teaching coding. The scale development involved a rigorous process encompassing item generation, expert validation, and pilot testing. Importantly, this process unfolded in seven steps with two distinct phases, and each phase involved independent sample groups. Subsequently, a comprehensive survey was administered to two samples of CS teachers (n = 318, n = 295) to assess the scale’s psychometric properties. The results revealed robust internal consistency and construct validity of the 20-item Coding Teaching Self-Efficacy Scale (CTSES) with four intercorrelated dimensions: student motivation, subject knowledge, classroom management, and material development. Furthermore, additional analyses revealed the significant impact of teaching experience and self-reported coding knowledge level on teachers’ self-efficacy in teaching coding. The implications of this study hold significance for both practitioners and researchers to understand teachers’ self-efficacy in teaching coding and to explore its relation to teacher training, curriculum development, and the broader advancement of coding education within school settings.

БОЛОЧОК МУГАЛИМДЕРДИН КЕП ТЕХНИКАСЫН КАЛЫПТАНДЫРУУ – ПЕДАГОГИКАЛЫК КӨЙГӨЙ КАТАРЫ

With increasing requirements for the professional training of a teacher, the issues of acquiring speech technique and improving his professional qualities are of particular importance. Democratization and humanization of the educational process in universities and schools requires a high level of professional skills from the current teacher. On the one hand, this is an important component of his pedagogical culture, and on the other hand, it is considered a condition for professional development and excellence. Solving the problem of a future teacher's speech technique involves changing the educational process at a pedagogical university, increasing attention to the student as a subject of educational and professional activity, individualizing his training, and developing flexible educational technologies. Since the teacher’s speech ensures the development of subject knowledge of students and makes it possible to fully and easily explain the educational material, it is important to use facial expressions, gestures, diction, speech, and even correctly breathing. A correctly formed teacher’s speech can become an impetus for the rational formation of student’s cognitive activity and is the main means in creating a positive psycho-emotional climate among the student community. Also, it asserts trust to the teacher and the relative behavior of students in the pedagogical process. Therefore, when teaching pedagogical disciplines at a university, it is necessary to pay special attention to the formation of the speech culture of future teachers.

Reading to Learn: Powerful pedagogy for disciplinary teaching in a high-stakes examination curriculum

The qualitative study presented here shows how a secondary school history teacher in the United Kingdom transformed her lesson planning and classroom interactions with students following professional development in the genre-based Reading to Learn pedagogy grounded in Systemic Functional Linguistics. The teacher undertook Reading to Learn while teaching a history class preparing for the General Certificate of Secondary Education. The professional development enabled her to analyse the genres and linguistic features of history texts in order to support the development of subject knowledge via the implementation of the teaching strategies designed to support student reading and writing of the texts required by the examination curriculum. The study reporting on the teacher planning and classroom practices includes examples of teacher-student interaction that demonstrate how the teacher was able to approach her disciplinary texts through the lens of genre, thus identifying the existing gap between the reading of informative genres in textbooks and the requirement to write in less familiar evaluative genres in exams. Moreover, the careful planning of strategies to support reading and the annotation of texts, had a positive impact on the joint construction of the less familiar argumentative genre required.

Effect of Internship on B.Ed. Trainees

Internship plays a most important role to in B.Ed. course. Therefore, would be teachers must get training before entering the teaching profession and this training makes the trainees stronger in their field. In regulation 2014 NCTE includes the B.Ed. teaching internship for 16 weeks. It provides practical experience to B.Ed. trainees on subject knowledge and pedagogical knowledge. In this study investigator tried to reflect and find out the effect of internship on B.Ed. trainees’ development of subject knowledge and pedagogical knowledge. In this purpose, Descriptive Survey method has been used. Data are collected randomly from 90 B.Ed. trainees’ stream wise, after completion of their Teaching Internship. After analysis result showed that trainees have develop their subject knowledge and pedagogical knowledge during internship. Also result not found any significant difference among the B.Ed. trainees stream wise and finds a significant positive correlation between subject knowledge and pedagogical knowledge.

EXPLORING THE INFLUENCE OF TEACHERS’ CONSTRUCTION OF PROFESSIONAL IDENTITY ON THEIR PROFESSIONAL DEVELOPMENT NEEDS

This study aims to explore the influence of teachers’ professional identity construction on their professional development needs. Interviews were conducted to gather the data for the study. This qualitative study has been adopted throughout the research. To gather the relevant, eight English language teachers were selected purposely. Charmaz’s Grounded Theory was used as a possible framework to analyse the data. The results of the study reveal that teacher’s knowledge of the subject matter, like grammar items, vocabulary, and effective communication skills are essential factors in the teachers’ professional development. The data further reveals that teachers’ professional development pertains to their involvement in the development of subject matter knowledge and teaching skills which are essential constructs in their professional identity construction. The interview data also reveals that there are dynamic connections between teachers’ professional identity and their professional development needs. The data further indicates that teachers' subject matter knowledge and their pedagogic skills are key elements in which their influence and connections are noted. It can be noted from the data that English teachers honored their linguistic knowledge and pedagogic skills to shape and construct their professional identities as teachers. The result of the study may help MoE and researchers who want to conduct on similar studies. Based on the findings of the study, it was suggested that English language teachers want further development programs.

Формирование и развитие метапредметных компетенций у старшеклассников

The present research featured the development of metasubject competences in high school students, who are known to lack these competencies. The research objective was to perform a sociological survey of the current situation. The methods involved analysis, synthesis, observation, and sociological survey. The paper describes the reasons behind the qualitatively low development of metasubject competencies in modern schoolchildren and contains some recommendations. The author also describes the relations between metasubject competencies and the concepts of hard and soft skills. The sociological survey involved high school students and their parents, who appeared to understand the importance of meta-specific competencies and their poor development in modern school environment. Both students and their parents demonstrated a strong dissatisfaction with the situation, in which the entire curriculum is aimed at passing the Unified State Exams. As a result, the school program concentrates on the development of subject knowledge, leaving behind metasubject skills.

Effective Teacher Characteristics in Terms of Instructional Skills, Personality Traits, Subject Matter Knowledge and Professional Development

Bu araştırmanın amacı öğretmenlerin etkili öğretmen özelliklerinde kendilerini nasıl algıladıklarını görev yapılan okul türü, cinsiyet, kıdem ve branş değişkenlerine göre belirlemektir. Araştırmada nedensel karşılaştırma yöntemi kullanılmıştır. Veri toplama aracı olarak “Etkili Öğretmen Özellikleri Envanteri” kullanılmıştır. Çalışma grubunu devlet ve özel okullarında görev yapan 364 öğretmen oluşturmaktadır. Betimsel istatistikler ile karşılaştırma testleri kullanılmıştır. Araştırmada devlet okulu öğretmenlerinin alan bilgisinde kendilerini özel okul öğretmenlerine göre daha yetkin algıladığı, mesleki gelişimde özel okul öğretmenlerine göre mesleki gelişime daha çok önem verdiği; özel okul öğretmenlerinin ise öğretim becerilerinde kendilerini devlet okulu öğretmenlerine göre daha yetkin algıladıkları görülmüştür. Hem devlet hem de özel okul öğretmenleri kendilerini olumlu kişilik özelliklerinde görmektedir. Cinsiyet ve branş ise alan bilgisi, öğretim becerileri, kişilik özellikleri ve mesleki gelişim özelliklerinde farklılık yaratmamaktadır. Kıdem alan bilgisi, kişilik özellikleri ve mesleki gelişim özelliklerinde farklılık yaratmamakta ancak 0-5 yıl kıdeme sahip öğretmenlerin 21 yıl ve üzeri kıdeme sahip olanlara göre kendilerini öğretim becerilerinde daha yetkin algıladığı sonucuna ulaşılmıştır.

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

PurposeThis study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.Design/methodology/approachThe data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.FindingsThis study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.Originality/valueIn the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

Engagement in Continuing Subject Knowledge Development: A Year After Short-Term International Courses

This article examines how students’ subject knowledge acquired in short-term international courses (SICs) developed while engaging in university studies in the year following their SICs. It also explores factors associated with their engagement and disengagement. Two interviews with a 1-year interval with 25 students revealed their transformations in their SIC subject matter knowledge. Some students’ engagement in continuing studies of the SIC-related subject matter was supported in a multifaceted manner by their personal motivation, teaching-learning environment, educational structure, and wider social relationships. However, the analysis demonstrated that many students discontinued deepening their knowledge of the subject matter. Students’ personal factors and certain dimensions of the institutional educational system explained their disengagement in continuing studies. Concerning the continuing SIC impacts on students in interdisciplinary liberal arts programs, the study discusses some suggestions drawing on the concepts of integrative learning and formative assessment.

Teacher professionalism: insights from Turkish teachers of English into the motives that drive and sustain their professional practices

ABSTRACT This qualitative study aimed to provide an empirical examination of professionalism from the perspectives of practising Turkish teachers of English in order to provide insights into the assumptions and motives that drive and sustain their professional practices. Data were collected from 41 EFL teachers working at public schools through semi-structured interviews. Hermeneutic interpretative phenomenological analysis was administered to analyse these interview data. Data analysis showed that teachers in this study viewed teaching as a profession, not just a job carried out to earn one’s living. However, teachers have differing perceptions regarding the nature of this profession. According to the participants in this study, professionalism is exhibited in many ways and encompasses knowledge, skills, attitudes, and behaviours. Results indicated that characteristics of a professional language teacher can be grouped under four categories: personal traits and virtues, subject knowledge, pedagogical knowledge and professional development. While EFL teachers discussed personal traits and values more than any other components of teacher professionalism, teachers’ English language proficiency is found to be a basic professional quality.

The Relationship between Effective Teacher Characteristics and Reasons for Choosing Teaching Profession (Development of an Effective Teacher Inventory)

The main purpose of this study is to investigate the relationships between the opinions of secondary school teachers about effective teacher characteristics and their reasons for choosing the teaching profession. In this context, the study first intends to develop a measurement tool to identify effective teacher characteristics. The study is of a correlational research type. Data were collected from three different groups of secondary school teachers. The effective teacher characteristics inventory and the choosing teaching profession as a career scale were used to collect data. The data were analysed using the exploratory and confirmatory factor analyses, Cronbach Alpha internal consistency analysis and multiple linear regression. Given the limitations of the study, groups from which data were obtained, the results of the analyses have shown that the “Effective Teacher Characteristics Inventory” is able to make valid and reliable measurements for effective teacher characteristics under four independent scales (e.g., subject matter knowledge, teaching skills, personality characteristics and professional development). The multiple linear regression has demonstrated that the predictor variables in the model, subject matter knowledge, personality characteristics, and professional development are positive predictors for teaching skills. However, reasons for choosing the profession is not a significant predictor for teaching skills of teachers.

Сетевое взаимодействие в рамках «сервисной» концепции деятельности образовательных учреждений (на примере Томской области)

The author emphasizes that ongoing global changes in society, new directions of sociocultural development have led to the necessity of making changes in requirements of the quality of education on every level. It is noted that these new requirements imply not only pupils’ subject knowledge development but also their metasubject and personal competence formation. Educational institutions faced difficulties while establishing educational process in accordance with the introduced state directions. The author comes to the conclusion that in search of the solution, educational institutions started to form networks and communities that let integrate both resources and abilities to succeed in fulfilling of the tasks given by the government. The concept of a “service state” is considered; principles of service activities of educational institutions are defined; client focus of educational institutions is reviewed; the main provisions of the network interaction of educational institutions are presented; regulatory acts, projects in which the network interaction in the field of education is fixed are analyzed; an independent assessment of the quality of education is given; educational institutions that occupy leading places in the opinion of service consumers about network interaction, taking into account the focus on the need of direct service consumers are considered. In the course of the study, the following methods were used: analysis and synthesis, comparison, interviewing. The result of the study was a network interaction project taking into account the focus on service by the Humanitarian Lyceum in Tomsk and Tomsk State University.

Новый учебный предмет «Родная литература (русская)»: содержательно-методический аспект примерной программы

The article explains the purpose of creating an exemplary program of the subject “Native literature (Russian)” connected with the execution of the Federal Law on Education, supporting the main aim of the core course in literature – the development of a competent reader, as well as reinforcing the cultivating function of school literary education and preserving the Russian language, literature and culture against the background of Russian multi-ethnic and multicultural society. The following objectives of the new subject acquire particular significance: perceiving literature as one of the main cultural values of the nation (which reflects its national character, history, worldview); ensuring cultural self-identification, becoming aware of the communicative and aesthetic power of the mother tongue based on the study of outstanding literary creations of the Russian culture, the culture of one’s ethnic group, world culture. The methodological background to the exemplary program rests upon the idea of an ideological nature and educational potential of the Russian literature. In creating the didactic model in question, the authors of the program used theoretical and practical research methods, as well as the cognitive and system- and activity-based approaches. The results of the research were as follows: validation of the legal and regulatory framework of the new subject and the primary goals of its study, elaboration of the principles – which are based on the system of value codes shared by the whole nation’s cultural tradition – according to which the contents and structure of the course are selected. The article demonstrates what distinguishes “Native literature (Russian)” from the school subject “Literature”, how each of the three content branches of the program contributes to the development of subject knowledge and skills from grade to grade, why this or that recommended literary work is included in the topic-issue units, and which forms of the final subject assessment are most preferable. The exemplary program of the subject contributes to solving the issue of national and cultural identity and understanding what role the Russian literature plays in becoming aware of the national traits of the Russian culture. It also fosters the comprehension of cultural concepts that are crucial for the Russian national consciousness and the development of one’s ability to transform his/her reflections on works of native literature into personal convictions and positive values.

Bridging the Theory–Practice Divide: Life Sciences Student Teachers’ Perceptions of Teaching in Communities of Practice at a Teaching School

This paper examines student teachers’ perceptions of their professional development while engaging in work-integrated learning at a teaching school in South Africa. Teacher educators often assume that practical aspects of pre-service education will be dealt with when student teachers are attached to schools for several weeks. However, the literature reports that such school experience is often sub-standard. This research surveyed student teachers’ experiences in a teaching school providing a community of practice for student teachers. The theoretical framework underlying this study is the zone of proximal teacher development. Student teachers were placed in situations where they experienced prolepsis (expecting them to know more than they actually do). Student teachers had to plan lessons in groups and deliver the lessons to Life Sciences learners at the teaching school. Afterwards they attended a reflection session. Thirty-nine student teachers were part of the research over a two-year period. The data were obtained through individual interviews, focus group interviews, reflection sessions, a questionnaire and student reflection sheets. The data were coded inductively, arranged in categories which were collapsed into sub-themes. The sub-themes from each data source were triangulated to obtain seven main themes. Student teachers considered the teaching school approach very beneficial to their development of science subject knowledge, pedagogy, the use of scientific inquiry strategies and their application of pedagogical theory. The learners at the school, through their inquisitiveness, offered opportunities for prolepsis to take place. The community of practice that developed within groups of student teachers was seen as very supportive.

Shulman, or Shulman and Shulman? How communities and contexts affect the development of pre-service teachers’ subject knowledge

ABSTRACTMuch research in teacher education explores the nature of subject knowledge (what?) and its importance for teachers and teaching. Other research focuses on the people, processes and contextual factors that influence the development of teacher knowledge (how?). Fewer studies focus on the link between the two. This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located. Participants followed an initial teacher education (ITE) course in physical education. Data collection consisted of interviews with pre-service teachers and their school-based mentors. Data analysis utilised the constant comparative method. The study found significant gains in the knowledge bases that were investigated. These could only be understood within the context of the communities in which the learning took place. This influence needs to be explicitly recognised, if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.

Digital Academic Writing Support

At the University of Bergen (UiB), Norway, the library is given the coordinator responsibility for a project involving faculties, first-year-support, Department of Education and student administrative support. The project aims at making it easy to embed information literacy and academic writing into the curriculum.
 
 Develop a digital tool box where academics will find and share teaching activities
 Harvest experiences and suggest models for physic and digital writing support
 Suggest competence building measures for teachers and guides of academic writing
 
 Academic writing and critical dealing with sources are central skills that students are expected to master after graduating from university. At the same time these are generic skills which need practice, discussion and reflection. However, we know that this part of students' learning is easily neglected in competition with subject teaching.
 What we have done: The library has established the project in collaboration with two pilot subjects (biology and geography), emphasising digital writing support according to the UiB’s strategic aims and action plans. The two pilot subjects recognise the importance of writing for critical thinking and development of subject knowledge. They will redesign courses in their BA programmes to better align learning outcomes and assessment with learning activities, e.g. writing including peer and teacher feedback.
 By the time of the conference in June, we will have drafted a framework for typical writing support in the pilots to use for their teaching in the autumn semester.
 In our presentation we will address these key questions:
 
 How does our institution support academic writing?
 How do we train the trainers?
 How do we provide integrated teaching of academic writing and IL?

The Role of Embedded Librarians in Educational Health Resources: Two Case Studies

ABSTRACTThe field of media and health is continually evolving, requiring ongoing evaluation and interpretation of the research examining this burgeoning environmental health issue. Creating educational materials for specialized topics, such as how media and technology affect children’s health and development, is a complex process best accomplished with the support of an embedded librarian. Embedded librarianship, in which a librarian is a core member of a research team, allows for the development of specific subject knowledge. Subsequently, having an embedded health sciences librarian as a collaborator in the creation of specialized resources ensures that these materials are grounded in the latest science and tailored to fit their intended audiences’ interests and needs.

Active blended learning for clinical skills acquisition: innovation to meet professional expectations

The standards for pre-registration midwifery education state that the practice-theory ratio of the programme should be no less than 50% practice and no less than 40% theory, adopting a variety of learning and teaching strategies, including simulation. Simulation for skills teaching has been found to bridge gaps between theory and practice, and to positively affect how prepared and confident the student midwife feels to apply knowledge and skills in the practice setting. With changes in regulation under consultation, and an ever more complex clinical environment, it is timely to revisit learning, teaching and assessment strategies in pre-registration education to ensure that they are fit for purpose. The University of Northampton's approach to learning and teaching, termed active blended learning, is a student-centred approach to support the development of subject knowledge and understanding, independent learning, and digital fluency. This involved the modification of a traditional, four-stage, step-by-step approach to teaching clinical skills, by introducing video-assisted technology to prepare students for a summative assessment using simulation. It is anticipated that this innovative approach to the teaching of clinical skills will enhance the ‘toolkit’ of learning, teaching, and assessment strategies appropriate to contemporary midwifery preregistration education.

The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range of subject areas. Subject knowledge for teaching is multi-faceted and is itself linked to broader questions about curriculum and the content that should be taught. It is timely, therefore, to consider how subject knowledge development might be reconceived in a school setting and how university and school staff might work in new ways with student-teachers to this end. Communities of practice theory is employed as a framework for analysing the learning environment and evaluating these future possibilities. It is argued that collaboration with peers, with their mentoring teachers and with a wider professional community is an under-exploited way of integrating facets of subject knowledge: giving this time and status through structured activities might be a particularly fruitful form of hybrid working in situ. The paper concludes by proposing four principles to underpin this sort of practice.

Life Orientation teachers' career development needs in Gauteng: Are we missing the boat?

The constant changes in the Life Orientation (LO) curriculum in the past two decades has left LO teachers feeling overwhelmed by the complex nature of the subject, thus necessitating an urgent need for their development and enrichment. However, this has become a mammoth task, as indicated in the few studies that have explored LO teachers' career development needs. This article seeks to narrow this gap by addressing the career development needs of LO teachers in the Gauteng Province with the view of enabling them to effectively implement the Life Orientation curriculum. This article is based on a study that employed a qualitative design, which comprised individual and focus group interviews to elicit responses from a purposively selected group of LO teachers. Themes that emerged from the data analysis are, the need for formal training, the need for subject and content knowledge development, the need for support from key stakeholders, the need for resources, and the need for stability in the LO subject. These needs are embedded within the activity theory (AT). The results of this study indicate that an urgency exists to address the LO teachers' career needs in the constantly changing world of work.