Teachers Plan Research Articles

INVESTIGATIONS OF PRESCHOOL TEACHERS’ VIEWS ON LEARNING CENTRES IN PRESCHOOL EDUCATION

This study aimed to examine the views and practices of preschool teachers about learning centres. Following this purpose, 36 preschool teachers who work in Mersin are examined. The research was carried out with phenomenology which is one of the qualitative research methods. In the research, the data were collected by semi-structured interview technique. The researchers utilised "Personal Data Form" and "Learning Centres Interview Form" prepared by receiving experts' opinions to collect data in the research. The findings obtained from individual interviews with teachers were analysed with the descriptive analysis technique. In the direction of the views of the teachers, it was concluded that the teachers have different learning centres in their classrooms, majority of the teachers find the learning centres sufficient, the range of the materials in some learning centres is insufficient. Besides, the learning centres preferred by the children was the most dramatic play centre. It was concluded that preschool teachers need support for the organisation and use of the learning centres. It was suggested that the teachers plan how the families can participate by encouraging them and getting support from the families and the institution while providing the materials. Therefore, the teachers support the children's development through different learning centres instead of a single learning centre. The teachers participate in in-service training to interact with children in learning centres.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0937/a.php" alt="Hit counter" /></p>

Participants, Purpose, Place: Planning for Content‐Area Talk

AbstractFacility with language is critical for students’ academic success. In this article, we discuss the 3Ps model for planning for language use and instruction across content areas such as science, mathematics, and social studies in early childhood classrooms. Focusing on the participants, purpose, and place of communication can help teachers plan for incorporating content‐area registers across the school day.

Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China

Transfer payment is of great significance for poverty alleviation and balanced regional development. Based on the first-hand survey data from 18 key counties of 6 provinces in China’s national poverty alleviation and development program, this paper uses propensity score matching to calculate the effects of transfer payment funds on the results of compulsory education in impoverished areas and uses Shapley value decomposition to decompose correlated factors. It finds that when the characteristics of students, families and schools controlled, transfer payment funds significantly lower student academic achievements in some subjects and aggravate the inequality of educational results, which may be the result of the reduction of local education funds caused by the “crowding out effect” of transfer payment. Suggestions are made in this paper to standardize the utilization of transfer payment funds, establish a linkage mechanism between the educational results of poor students and transfer payment funds, implement the assisting plan for teachers and students in poor areas, strengthen the “pertinent support for intelligence development”, and unite multiple agencies to increase input in education, with the purpose of reducing the inequality of compulsory education in poor areas.

Strategi Guru dalam Mewujudkan Pembelajaran Interaktif Inspiratif dan Menyenangkan untuk Meningkatkan Prestasi Belajar PAI di SMPN 1 Gondang

This study focuses on the ways in which PAI teachers plan learning, carry out teaching and learning activities in class and the learning outcomes to improve student learning achievement at Gondang 1 Junior High School. This study uses qualitative research. Data collection was carried out by means of participant observation, in-depth interviews and documentation. The validity of the data is obtained by triangulation techniques. The data analysis model includes analysis of individual sites. The results show that the way PAI teachers plan inspirational and fun interactive learning in Gondang 1 Junior High School is to prepare a plan for teaching and learning activities. In this case the teacher makes a Learning Implementation Plan (RPP), learns the material then develops it, prepares appropriate learning media to achieve learning objectives and applies strategies in teaching and learning activities. The whole thing is made by considering the condition of students. The way PAI teachers carry out inspirational and fun interactive learning to improve student achievement in PAI. The method used by PAI teachers turns out to have significant results in improving the achievement of students, especially in Islamic Religious Education subjects. This can be seen from the list of values that consists of knowledge assessments, and skill’s assessments, which are skills that show good grades. In addition, non-academic achievements in the religious field were also quite satisfying, namely winning the Adhan, MTQ, and tahfidz.

STRATEGI PENGENALAN PEMBELAJARAN MATEMATIKA SAAT PANDEMI COVID-19 PADA ANAK USIA 4-5 TAHUN

AbstractThis study aims to describe the strategy for introducing mathematics learning during Covid-19 pandemic to children aged 4-5 years at Nazaret Kindergarten, Parindu District, Sanggau Regency. The research method used is case study with qualitative research form. Subjects in the study were class teachers of group A1 at Nazaret Kindergarten, Parindu District, Sanggau Regency. Data collection techniques used interviews and documentation. Results of the study show: In learning planning, teachers plan semester program, weekly learning implementation plans, and daily learning implementation plans which are adapted to the child's environmental conditions during Covid-19 pandemic. Then in implementation of learning, teacher uses the demonstration method, the singing method, and assignment method. In the learning assessment, the teacher uses the type of assignment assessment, children's work, children's daily development achievement scale, and child development reports.Keywords: Mathematics Introduction and Strategy

Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers

Background:Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology.Methods:Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envision learning and teaching with two distinct technologies designed to support children's reading skills: a game and an e‐reader. Employing systematic qualitative content analysis, we compared LDs developed by teachers for each technology.Results:Our study shows that while principles of teacher instruction are consistently incorporated across the LDs, the design of each technology plays an important role in how teachers plan their students' learning and focal reading skills. Further, teachers' perception of the technology is as important as the features of the design. Compared with the e‐reader, the game is perceived as an individual practice activity with less opportunities to learn with peers. Finally, across both technologies, teachers envision supporting additional literacy skills, beyond those designed in the technology, highlighting the importance of explicitly facilitating LDs intended to foster within‐subject learning.Conclusions:These findings raise a new set of considerations on how to support teachers to design literacy learning and teaching activities with technology, and also offer a new methodological approach to facilitate LDs in future research and teacher training.HighlightsWhat is already known about this topic Professional development supports teachers to appropriate literacy technologies in the classroom. The learning design approach has been shown to facilitate professional development by placing teachers in the role of the designer. The learning design approach can support and complement existing pedagogical approaches in the classroom, as well as to foster socio‐constructivist learning. What this paper adds In the context of literacy, teachers rely on the learning aims of the technology and its pedagogical approach to determine how and what their students will learn. Teachers embed learning with peers when the technology aligns with existing social practice in the classroom. Teachers reappropriate literacy technology designed to support reading skills to extend into other literacy skills, such as writing and oral language. Implications for theory, policy or practice The paper offers a learning design methodology to support teachers in creating activities that integrate literacy technologies in the classroom. The methodology includes strategies that support teachers to embed learning with peers alongside reflecting a broad coverage of literacy learning objectives.

Investigating how secondary prospective teachers plan to launch cognitively demanding tasks

Investigating how secondary prospective teachers plan to launch cognitively demanding tasks

PENERAPAN METODE DEMONSTRASI MELALUI KEGIATAN MELIPAT UNTUK MENINGKATKAN MOTORIK HALUS ANAK USIA 5-6 TAHUN

AbstractThis study aims to describe the application of the demonstration method through folding activities to improve fine motor skills for children aged 5- 6 years at Mulia Dharma Kindergarten, Pontianak. The research method is a descriptive method in the form of classroom action research. The subjects in the study were teachers of TK B class and early childhood in group B. The data collection techniques for this research were observation, interviews, and documentation. The results showed that: 1. Teacher planning, namely preparing research instruments and Daily Learning Implementation Plans in the application of the demonstration method through folding activities, there were ten children who had improved their fine motor skills. 2. The research was carried out in two cycles where each cycle consisted of two meetings. 3. The evaluation that the teacher uses is to use an assessment of the assignments and results of children's work in folding activities. 4. There was an improvement from both cycles by using the demonstration method through folding activities to improve the fine motor skills of group B children at Mulia Dharma Kindergarten Pontianak. The application of the demonstration method through folding activities to improve the fine motor skills of children aged 5-6 years at Mulia Dharma Kindergarten Pontianak has been carried out well.Keywords: Demonstration method, Fine motor, and Folding

The use of information and communication technology in pedagogical documentation: an investigation of early childhood education in China

ABSTRACT Pedagogical documentation has been regarded as an important practice in early childhood education (ECE) settings because it provides an opportunity to observe children’s learning and help teachers plan for learning experiences. This article focuses on teachers’ use of information and communication technology (ICT) in pedagogical documentation in an under-researched context. A qualitative study was conducted in three kindergartens in Nanjing, China, over five months. The Technological Pedagogical and Content Knowledge (TPACK) model was adopted to understand participants’ decision-making about pedagogical documentation. Findings indicate that ICT-supported pedagogical documentation aimed to help children learn from peers’ experiences and reflect on their own learning. Participants considered pedagogical documentation as a tool for initiating discussion with children, though few used it to plan for future learning experiences. A gap between practice and policy in relation to pedagogical documentation was found in the study, and implications for both areas are discussed.

Incorporating Multiple Intelligences Theory in the Learning and Teaching Operation: Teacher’s Guide

One of the challenges of 21st Century classrooms is the broad diversity of experiences, identities and intelligence students bring to class. Research in psychology and neurosciences has indicated that we should never treat students as essentially alike. Each brain is unique with a predominant intelligence, which plays a crucial role in learning. Gardner (1983) believes there are nine bits of intelligence: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal, interpersonal, and existential. They constitute students’ preferred channels of learning. Hence, the purpose behind this article is to help teachers plan their teaching operation according to this theory so that they can respond to class diversity and improve learners’ performance. The implementation procedure consists of (1) understanding the essence of multiple intelligences theory, (2) showing teachers how to identify learners’ multiple intelligences using the McKenzie MI Inventory, and (3) suggesting a variety of activities that cater for this intelligence, boost students’ engagement, and develop the whole learner.

Importance of Teacher Planning and Training in the Operation of Private Middle and High School Adaptive Learning Systems

Importance of Teacher Planning and Training in the Operation of Private Middle and High School Adaptive Learning Systems

A Translanguaging Read‐Aloud

AbstractThis teaching tip describes a translanguaging read‐aloud protocol. In a translanguaging read‐aloud, teachers and students interact with a text (either a bilingual text or a monolingual one) in multiple languages. Teachers plan explanations, questions, and other interactions in multiple languages to amplify and clarify the text. Teachers can adapt these read‐alouds to different purposes such as blending languages in a read‐aloud to accommodate a mix of linguistic backgrounds in the same class or using a more familiar language to make a text written in a less familiar language comprehensible to students.

Реструктивно-ассоциативный метод и современный плюрилингвизм

The article deals with the problem of choosing innovative methods of teaching foreign languages in higher education. One of them recognizes the reconstructive-associative method as the most relevant in the conditions of modern globalization, characterized by a variety of cultures and a variety of languages, i.e. plurilingualism. The method is based on the concept of a bridge language, a connecting language or an intermediary language, proposed by the European Understanding program. This approach involves the use of English or French when teaching a number of Germanic/Romance languages. At the level of teaching foreign languages in Russian universities, the concept of a bridge language is promising when developing training programs for a bilingual audience. At the same time, it is transformed into the concept of the reference language, which in our country is usually Russian. It is recognized that the supporting language does not have to be native. Its role can be the first foreign language, for example, English when teaching a second foreign language (French) language. The proposed innovative approach opens up promising horizons of both educational and didactic and methodological plans for innovative teachers who are able to respond to the challenges of the modern world with their creativity and high language competence.

Rancangan Pembelajaran Berkarakteristik Inovatif Abad 21 Pada Materi Penguat Audio Dengan Model Pembelajaran Berbasis Proyek (Project Based Learning) di SMKN 1 Adiwerna

This study aims to determine the suitability of the learning design in the 21st century learning model. This research is a document analysis research. The subject of this research is the Learning Implementation Plan (RPP) for audio video engineering teachers on audioamplifier subjects at SMKN 1 Adiwerna. Collecting data using document observation sheets. The results of the analysis show that project-based learning is an ideal learning model to be applied to vocational education, especially in audio reinforcement subjects.

Talking Is Thinking: Supporting Student Sense-Making Through Discourse and Assessment

Learning in the classroom is highly influenced by the experiences a teacher plans for students. Concerned that students were not achieving adequate conceptual knowledge during traditional undergraduate physics courses, the authors used the Making Sense of SCIENCE curriculum to tailor a course for 21 pre-service elementary teachers at the University of Mississippi. The organization of instruction, facilitation practices, discussion opportunities, and assessment of content are all important aspects of the learning process. We found the changes we implemented significantly impacted the learning of students enrolled in this course.

The Current Situation of Teacher Education in Chinese Application-Oriented Universities: Dilemma and Improvement Strategies

Teacher education is an important part of the construction of the teaching team, which plays a very valuable mediating role between teacher planning, qualification access, evaluation incentive and teacher quality. Teacher education in application-oriented universities is set to carry out planned and targeted training activities for teachers based on school development and goals of teaching team construction. In recent years, plenty of achievements have been made in application-oriented universities, but problems exist, too. Examples are as follows: a lack of specialized institutions for application-oriented teacher education; failure of training modes in satisfying young teachers’ development needs; failure to meet the diversified demand due to imbalance between training supply and demand ; not-targeted training content and difficult quality guarantee; poor training management and assessment mechanism, etc. All of these lead to dissatisfying training effect. The author believes that, to build the teachers team in application-oriented universities which can support the realization of education modernization in 2035, we should set up a teacher’s professional development center, pay attention to in-school training, and combine targeted recruitment with planed and classified teachers’ professional training

A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age

During the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards “emergency online education”, experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers’, students’, and managers’ development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students’ support actions.

Exploring the Impact of the COVID-19 Pandemic on Rural English FAL Teachers’ Lesson Planning

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in various ways. In particular, lesson planning in rural English first additional language (FAL) classrooms has been disrupted. As a result, there is a need to explore the impact of the COVID-19 pandemic on rural English FAL teachers’ lesson planning. To achieve this aim, these questions remain central to this study: How does the COVID- 19 pandemic disrupt the typical teaching plans of English FAL teachers in a rural context? How do rural English FAL teachers respond to the challenges of the phased- in and rotational approaches during the COVID-19 pandemic? The study follows a qualitative research design and uses Document Analysis to generate data from the eleven participants whose responses are analyzed thematically. The findings reveal that rural English FAL teachers face challenges when planning lessons amid the COVID-19 pandemic. These include: struggle with committing to the plan, inadequate coverage of content, catering for learners’ educational needs, as well as learner-absenteeism and the need for re-teaching. The paper recommends the following strategies for rural English FAL teachers to circumvent these challenges. They include: incorporating various resources in the lesson plan, integrating active learning activities in the lesson plan, and tailoring lesson plans to meet learners’ educational needs.

Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

While learning assessment serves as feedback for teachers in maintaining or improving teaching practice, reflective practice play can be seen in how pre-service teachers plan, design, implement and evaluate their teaching approaches. Practicing reflection can help pre-service teachers starting to embrace the value and passion of teaching which manifests in their professional teaching practice. This study was conducted to determine the reflective practice of pre-service teachers and their teaching practicum experience. Involved in this study were 103 pre-service teachers from the government Teacher Education Institution. The study used self-developed survey questionnaires on pre-service reflective practice and beliefs about their teaching practicum. Results showed that there is a significant relationship between the reflective practice of pre-service teachers and their beliefs about teaching practicum. On the other hand, reflective practice as well as the beliefs of male and female pre-service teachers about their teaching practicum does not have a significant difference. Teacher educators should impart reflective practice as part of their teaching practicum. For further research, a wide scope of study may be conducted involving different Teacher Education Institutions in private and public Higher Education Institutions to verify the findings in this study.

ЕФЕКТИВНЕ СПІЛКУВАННЯ ЯК НЕОБХІДНА НАВИЧКА XXI СТОЛІТТЯ: ПЛАНУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ТА МОЖЛИВОСТІ ІНОЗЕМНОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ

Introduction. The 21st century curriculum focuses on innovative teaching and learning practices, on forming and developing skills that will help the younger generation be successful in their future careers. The learning environment of the 21st century is characterized by a problematic nature, active participation of students in the educational process, students’ construction of their knowledge based on their experience under or without the guidance of a mentor, the change of the role of a teacher from the transfer of knowledge to the process of joint construction of knowledge with a student. Purpose. The aim of the study is to review innovative approaches to teaching and learning; to consider the 21st century skills that will contribute to students’ future successful careers, in general, and the skilled communication, in particular; to analyze students’ learning activities aimed at developing the skills of communication according to the rubrics of the project “Innovative teaching and learning” and the experience of the Cherkasy Bohdan Khmelnytsky National University; to determine the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”; to design and analyze types of learning activities while studying profession-oriented foreign language in accordance with the codes of rubrics for the development of the skilled communication of students. Methods. We found out the attitude of the teaching staff of the University to the use of educational forms and methods of work that would promote social skill such as the skilled communication, and the attitude of students to the forms and methods of work that contribute to the development of the skilled communication. 98 representatives of the teaching staff and 109 students of various educational programs and learning stages of Cherkasy Bohdan Khmelnytsky National University took part in the survey. Results. The study of the opinion of the scientific and pedagogical staff and students of Cherkasy National University indicates the awareness of teachers and students of the importance of effective communication skills in various spheres of human life. Most teachers plan learning activities that involve more than one means or type of communication or provide students with a choice of means of communicating their ideas, as well as learning activities that encourage students to explain their ideas, support their ideas with facts or examples. Half of the teachers plan educational activities that are designed for a particular audience. The opinions and beliefs of students mostly confirm the opinion of teachers with minor differences, which may be due to insufficient explanation of the purpose and progress of a particular learning activity. Originality. We consider the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the formation and development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”. The analysis of types of learning activities aimed at developing the skilled communication of students in the study of profession-oriented foreign language allowed to develop and distribute some forms and types of education in accordance with the rubrics proposed by the project “Innovative teaching and learning”. Conclusions. Nowadays, the educational sector is characterized by innovative approaches, promoting the formation and development of students’ skills that will help them adapt to modern society and be successful in it. The analysis of types of learning activities in the study of a profession-oriented foreign language shows that this discipline has potential opportunities to develop the skilled communication as it allows to develop and distribute some forms and types of learning according to the rubrics proposed by the “Innovative Teaching and Learning” project.