Teaching Strategies In Education Research Articles

Deliberative decision-making in teacher education

This paper examines deliberative decision-making as a strategy for democratic teacher education with an eye toward the role of teacher educators as facilitators in the process. It analyzes how facilitators' actions can support or undermine participants' power to deliberate over meaningful decisions. The paper is a multi-case study drawing on data collected across three iterations of the Foxfire Course for Teachers, a professional development retreat. Through thick qualitative description, the paper shows how effective facilitators can support democratic learning by promoting reflection on the deliberative decision-making process and directing participants' attention to problems instead of solving problems for participants.

ANALIS MINAT BELAJAR MAHASISWA PGSD PADA MATA KULIAH STRATEGI PEMBELAJARAN BERBASIS E-LEARNING

This research uses qualitative method with descriptive design. The purpose of this study is to identify the studentss learning interest in the courses of learning strategy based E-Learning. This research was conducted to the students of primary school teacher education in faculty of teacher training and education study program, Pakuan University, Bogor. The data source of this research is the lecturers of the subjects of learning strategy in the Primary School Teacher Education. Informants in this study are the students of the primary school teacher education which registered as active student for academic 2013/2014. The results showed that all indicators of learning interest is well achieved. The involvement scored 4.2. the attention scored 4.2; the interest scored 4.1; and happiness scored 4.3. Based on the results of the percent, the results of all learning interest indicators achieved more than 60% of the involvement score is 67% , the attention is 86%; the interest is 75% ; and happiness is the highest result. It got 90%.Keywords: learning interest, e-learning based learning strategy.

Factores que influyen en la incorporación de las Tecnologías de la Información y la Comunicación en universidades públicas: una aproximación desde la autopercepción docente

La incorporación de las Tecnologías de la Información y la Comunicación (TIC) aún no se percibe consolidada en la praxis pedagógica en las Instituciones de Educación Superior (IES). La presente investigación identifica factores que influyen en la incorporación de las tic tomando en consideración la autopercepción de docentes adscritos a carreras del área de Ciencias Administrativas de IES públicas. El estudio fue realizado por medio de un método cuantitativo-descriptivo correlacional, con una técnica de encuestas. Se encontró que existen factores internos y externos que favorecen la incorporación de las nuevas tecnologías por parte de la docencia, que resultan de interés para el desarrollo de políticas institucionales sobre la formación del profesorado en las TIC.

Learning to Be: Teachers’ Competences and Practical Solutions: A Step Towards Sustainable Development

Abstract The purpose of the present study is to determine teachers’ professional competences in “learning to be” and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semi-structured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers’ cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers’ viewpoints, the most important competences in “learning to be” was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers’ opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors.

Aspectos pedagógicos y curriculares por considerar en el rediseño de un plan de estudios de posgrado con énfasis en docencia universitaria

This project addresses the publications of a group of renowned authors in order to highlight important aspects to be considered by the Education Master’s Program in Higher Education and Teaching of the National University of Costa Rica as part of its improvement strategies in teacher education, taking into account the most recent tendencies related to internationalization, mobility, accreditation, academic management and shared leadership in higher education. The paper aims to portray a proposal that fulfills the needs of the Costa Rican master’s programs in higher education and teaching by approaching this country’s reality in terms of what the programs offer. It is a bibliographic research paper, which sources have been published for no longer than 10 years and are truly groundbreaking in regard to the graduate program trends that guide this production. Moreover, as part of the contextualization needed, all master’s degrees in higher education and teaching offered in the country are taken into consideration. As a result of this research, it can be concluded that these programs are pertinent, especially the one offered by the National University of Costa Rica, and it is evident that disseminating the program’s highlights and achievements through processes that respond to quality criteria for graduate programs truly needs to be encouraged.

Faculty Use of the Active Learning Classroom: Barriers and Facilitators

Aim/Purpose: The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background: To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology: Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution: As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings: Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners: Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendation for Researchers: The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society: Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research: Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles?

Incorporating Cultural Narratives as an Instructional Strategy in EFL Teacher Education

Even though Korean society is rapidly becoming multicultural and multilingual, EFL teacher education tends to teach language skills and pedagogical knowledge without sufficiently addressing multicultural issues. This study explored the potential of incorporating cultural narratives (CNs) as an instructional strategy in EFL teacher education to foster Korean EFL teachers` cultural sensitivity and competency. The primary data came from two surveys with 12 secondary school English teachers and a focus group interview with six of them. The teachers all participated in a six-month in-service English teacher education program and took the researcher`s cultural course. The researcher, who taught English in secondary schools in Korea as well as who had diverse cross-cultural experiences, incorporated not only her own CNs but also various types of multicultural stories in the curriculum. The study revealed that the teachers perceived the CNs presented in class as meaningful and useful in promoting their cultural sensitivity and competency. The researcher concludes that CNs could play an important role as an instructional strategy in EFL teacher education.

Investigating the impact of teacher education strategies on preservice teachers' TPACK

AbstractThe purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK‐practical scale. The strategies investigated in the SQD‐model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.

Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative methods can serve as pedagogical strategies in teacher education since narrative can help both teachers and learners reflect on, question, and learn from their storied experiences.

THE COMICS AS TEACHING STRATEGY IN LEARNING OF STUDENTS IN AN UNDERGRADUATE MANAGEMENT PROGRAM

ABSTRACT Purpose: This article aims to evaluate the use of comics as an active teaching strategy in learning of students in a management undergraduate program. Originality/gap/relevance/implications: The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and also promotes the researcher's reflections on innovative teaching strategies for education in management in Brazil. Key methodological aspects: The study is qualitative and the research method adopted followed the assumptions and steps of the action research of Cousin (2009): recognition, planning, action, observation and reflection. Cousin's description was adapted to the context of teaching. Summary of key results: The results obtained indicate that using presentation of comics as a teaching strategy can enhance competence development, assist in the development of innovation and flexibility, and also contribute to reducing the gap between theory and practice. In addition, it can help students develop a critical sense, help to establish relationships between events and managerial situations, and encourage the exchange of experiences, assisting in decision-making and allowing students to represent a professional situation based on theoretical precepts. Finally, it contributes to the development of reflective practice in the learning environment and, in particular, promotes the development of creativity, something that was observed throughout the implementation of the strategy. Key considerations/conclusions: It is expected that the study will contribute to the dissemination of the strategy in other programs and institutions and encourage teachers to use comics in the learning processes of their students.

A phenomenological study of millennial students and traditional pedagogies.

The Millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate Millennial nursing students find engaging and meaningful. The purpose of this study was to identify the perception of Millennial students participating in traditional pedagogies and its significant implications for nursing education. This interpretive phenomenological study recorded the lived experiences of Millennial nursing students' experiences in traditional classrooms. One on one interviews with 13 Millennial students were conducted. Data collection and analysis aligned with van Manen's method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging, while students identified the most significant challenge in a classroom was disengaging professors. Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods are recommended.

Grammar teaching in secondary school foreign language learning in England: teachers’ reported beliefs and observed practices

This study investigates teachers’ beliefs relating to grammar teaching in modern foreign language (MFL) learning in England. Focus on grammatical form has been consistently supported by linguistic research and teacher practice, and has progressively been reinstated in England’s National Curriculum. However, MFL learning assessment in England has remained focused on generic communicative, skill-focused criteria, leaving teachers caught in the conflicting discourses of policy, linguistic research, teacher education and teaching practice. This exploratory–interpretive enquiry explored how eight MFL teachers translated grammar teaching policy and theoretical guidelines into their teaching practices. Data from interviews, observations and think-alouds were collected and analysed using an inductive approach. The findings revealed disparate interpretations of the concept of grammar and grammar teaching. In this period of ongoing reform of MFL examinations at age 16 in England, critical exploration of what happens in the range of MFL classrooms should inform clearer theoretical and methodological guidelines for MFL teaching and learning, leading to a more consistent pedagogic rationale and more consistent strategies for teacher education and MFL provision.

Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

An investigation on higher education teaching strategies based on bloom's taxonomy for the acquisition of higher order thinking skills

Higher education in India shows a teacher centred, information based and test driven instructional format. India needs skilled higher educated people who can lead our country forward. When India become capable of sending skilled people to the outside world; the country can be very easily become a developed nation from developing nation. Now the time has come to create a second wave of institution building and excellence in the field of education, research, and capability building (Aggarwal, 2006). In the present study, investigators designed a Thinking skill inventory to determine whether higher order thinking skills or lower order thinking skills are prevailing in the teaching strategies of higher education. The study showed that instructors of higher education in Kottayam district of Kerala, India, taught lower thinking skills associated with the first three levels of Blooms Taxonomy, namely, knowledge, comprehension and application. Normative survey method is used to study the problem. The sample consists of 200 college teachers of Kottayam District. The study proposes some possible reasons for such practices, and suggests that teaching higher order thinking skills to higher education students might widen their horizon in engaging more actively in learning.

Development of the Environmental Education Teaching Efficacy Belief Instrument

The increasing popularity of including environmental topics and issues in school curricula has created a need for effective environmental education teachers. One way to evaluate teacher effectiveness is through teacher efficacy, a belief measure that evaluates a teacher's perception that he/she can teach effectively. Research suggests that teachers’ instructional decisions are influenced by their beliefs, which are framed by their personal experiences. Because teacher efficacy is content specific, the purpose of this study was to develop a survey, the Environmental Education Teacher Efficacy Belief Instrument (EETEBI), to measure the teacher efficacy beliefs of preservice teachers as they relate to environmental education teaching strategies and outcomes.

Creative teaching or teaching creatively? Using creative arts strategies in preservice teacher education

In this article, we argue that it is critical for preservice teachers to experience innovative and imaginative learning and teaching in their higher education studies if they are to feel empowered to initiate creative teaching and learning activities in their own classrooms. By designing and utilising a range of imaginative strategies in final year Creative Arts units of study, two teacher educators aim to encourage primary student teachers to reconnect with their own creative potential. Exemplars from these units of study are used alongside a range of student responses to demonstrate how the imaginative use of arts practice and pedagogy can provide spaces for preservice teachers to explore what it means to teach creatively. In doing so, we offer them an opportunity to reflect on their own beliefs about teaching and how they see themselves as they begin their professional journeys.

Teachers’ cognitions regarding continuing professional development

It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up approach, this is more likely to lead to teacher empowerment. However, top-down approaches, including formal courses and workshops on predetermined topics that may not relate to teachers’ needs and interests, are still common in many national contexts, including the focus of this study, the Republic of Macedonia. Drawing on qualitative data elicited through a survey of Macedonian English language teachers, we explore teachers’ cognitions regarding CPD and consider the extent to which these are aligned with government policy. Findings suggest that excessive top-down CPD can be demotivating, even in a context where some teachers may conceptualize CPD as essentially a top-down process. Recommendations are made for awareness-raising among teachers as to the benefits of bottom-up CPD and the inclusion of bottom-up strategies in teacher education.

RELACIÓN ENTRE LAS PREFERENCIAS DE FORMACIÓN DEL PROFESORADO Y SU COMPETENCIA DIGITAL EN LAS REDES SOCIALES

INTRODUCTION. Several international reports have revealed the importance of teacher education in ICT as a key factor to innovation and educational improvement. Recent studies analyze the teachers’ skills to take advantage the educational potential of these tools. In this paper, we try to study the relation between teachers’ training preferences and their digital skills in social networks, allowing us to discover which of the strategies for teacher education are the most effective to achieve an advanced level of digital competence. METHOD. We have carried out a research based on a survey to 1701 teachers from 114 schools in the area CEP Algeciras-La Linea, Cadiz (Andalucia, Espana). Two scales were applied to measure digital competences and learning preferences, which got reliability coefficients of .92 and .82 respectively. RESULTS. Teachers show a moderate level of digital skills, of which teaching skills are the less developed. Teachers with a good attitude towards the combined use of all training strategies and teachers, who prefer collaborative learning strategies and independent learning jointly, are those that express an advanced level of digital competence. We didn’t observe differences in digital competence of teachers depending on gender but we found them depending on age. DISCUSSION. These results are consistent with other research on teacher education in ICT, which show deficiencies in teacher education in order to do a better pedagogical use of ICT. This research provides some evidences which allow us to extract conclusions to guide teacher training in ICT.

Classroom Adaptation and Korean Language Education Teaching Strategies for Elementary Returnee Students

Classroom Adaptation and Korean Language Education Teaching Strategies for Elementary Returnee Students

Supporting families: a nurturing teacher education strategy in Nauru

ABSTRACTThere has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.