Teacher Workshops Research Articles

Towards In-Service Training for Male Teachers: Muhammad Ali and Teacher Masculinity

Male teachers often experience contradictions in their role and their identity. Teaching is sometimes not regarded as a masculine occupation, as it is associated with caring for children and associated with the home, where love and obligation drive production rather than pay. There is a contradiction in the viewpoints that men engaged in caring professions are both seen to be feminized but, at the same time, to be sexualized and hypermasculine. As such, the male teacher is positioned within a discourse of suspicion: they are suspected to be potential child molesters. At the same time, male elementary teachers are wanted in schools expressly as disciplinarians, and these teachers can be exploited when their female counterparts do not share the role of disciplinarian. Despite noting that many males leave teacher training because of these challenges, researchers have spent much less time investigating strategies to assist men in coping with them and persist in the profession. Considering this, an effort was made to develop an in-service workshop for male teachers by appreciating the life and career of Muhammad Ali, arguably the greatest boxer of all time. This was qualitative research which made use of primary materials, collected from discussion using Appreciative Inquiry methodology and principles, and secondary materials, such as a documentary and videos, and in the following manner: after watching videos of some of Ali’s best knockouts, and watching a documentary of his life, 19 volunteer male teachers conducted interviews in pairs and, following feedback and discussions, five themes from Ali’s life and career were qualitatively identified: the thief who stole Ali’s bicycle; success is 10% talent and 90% hard work; proper preparation and having confidence about one’s work; male teachers mold our learners’ diversity; and confidence before and during his fights. These themes were suitable for application in the male teachers’ careers and could serve as a curricular framework for professional development.

Pendampingan Penggunaan Slims (Senayan Library Management System) Dalam Upaya Revitalisasi Perpustakaan Sekolah Dasar

This community service program is the revitalization of the library at SDN Karanglegi 01 Trangkil Pati. The background to this activity is the poor condition of the school library so that its function is not optimal. This service method is ABCD (Asset Based Community Based) using 5D steps (Discovery, Dream, Design, Define, and Destiny). The parties involved in this service are lecturers, KKN students, teachers and students. This activity includes several things such as assistance in using the library information system and redesigning the library. The result of this activity was that the school succeeded in reorganizing the library using the SLiMS (Senayan Library Management System) information system. The servants conducted workshops for teachers about this system as well as accompanying them on installation and use. After that, improvements were made to the layout and reading material aspects. Layout by arranging bookcases, reading areas and beautifying the library. The number of reading materials was increased by borrowing via cross-leverage from PERPUSDA Pati and also open donations of reading books.

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

AbstractAdvances in online geospatial technologies (GST) have expanded access to K‐12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST‐integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST‐focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high‐quality Geospatial Inquiry. Students (n = 1924) completed a post‐lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

Teachable Moments: What can we learn from peer mentors and teacher workshops?

The Teachable Moments Peer Mentor Program First Year Experience (FYE) Project enhanced first year experiences for education majors at an institution of higher education. The researcher investigated the impact professional development, online resources, and mentor training had on the first year students or pre-service teachers or students studying education. The project consisted of monthly professional development workshops and a Peer Mentor Program that was embedded into a first year experience (FYE) education course. Results of this study, in efforts to better tailor programming to maximize effectiveness and retention of first year students, will be shared. In particular, an emphasis is placed on the Peer Mentor Program, and the training the mentors underwent in order to serve in the role of mentor, so other colleges, universities, or institutions of higher education can replicate the mentoring model and professional development programming on their own campuses as they seek to meet the needs of their first year students to foster connections and supports for mentors and mentees alike.

PRINCIPALS’ USE OF ARBITRATION CONFLICT MANAGEMENT STRATEGY AND ITS IMPACT ON TEACHERS’ EFFECTIVENESS IN CATHOLIC SECONDARY SCHOOLS IN THE KUMBA MUNICIPALITY MEME DIVISION SOUTH WEST REGION OF CAMEROON

This study focused on principals’ arbitration management strategies and its impact on teachers’ effectiveness in Catholic secondary schools in the Kumba municipality, Meme Division, Southwest Region. The lone objective was to investigate the impact of Principals’ arbitration conflict Management strategies on Teachers’ effectiveness in Catholic Secondary Schools in the Kumba municipality. This paper used of John W. Burton conflict resolution theory (1980). The research design chosen for this study was the qualitative case study research design. The sample technique for the research was the purposive sampling technique and the sample size was 9 participants (3 principals and 6 teachers). Two research instruments were used in collecting data for this study: principals’ and teachers’ interview guides). The instruments validity and reliability were ensured through supervisor’s content scrutiny and ensuring transparency and auditing of the research activities as well as peer debriefing. Findings of the study showed that principals use of Arbitration conflict management strategy had an impact on teachers’ effectiveness. Based on this finding the researcher recommended that the Catholic education secretariate should provide capacity building workshop for principals on conflict management. Also, the government in partnership with Catholic hierarchy should encourage the provision of capacity building workshops for teachers on teamwork and collaboration in the teaching environment.

Integrating Environmental Education to Form Environmental Care Characters in Schools

Purpose: This study aimed to integrate environmental education into school curricula to enhance environmental literacy, awareness, and sustainable behaviors among students and teachers. Research Design and Methodology: The study employed a multi-phase methodology, including needs assessment, curriculum development, teacher training, student engagement activities, mentoring, and monitoring. The project was implemented through comprehensive workshops for teachers, hands-on experiential learning activities for students, and continuous mentoring and assessment. Findings and Discussion: Results from pre- and post-intervention assessments indicated significant improvements in environmental knowledge and awareness among participants. Students displayed a deeper understanding of environmental issues such as climate change, biodiversity loss, and pollution, and exhibited positive shifts in attitudes and behaviors towards environmental conservation. Teachers reported increased confidence and competence in integrating environmental topics into their teaching practices, facilitated by professional development sessions covering contemporary environmental issues and pedagogical strategies. Implications: The study found that experiential learning activities, such as nature walks and school gardens, were particularly effective in fostering student engagement and retention of environmental knowledge. Additionally, the involvement of local environmental organizations and community members played a crucial role in reinforcing positive behavioral changes through social learning and community involvement. However, challenges such as limited resources and variability in teacher preparedness were identified, suggesting the need for ongoing support and resource allocation.

Sosialisasi Penggunaan Wordwall Sebagai Media Pembelajaran Digital kepada Guru di UPTD SDN Purwamekar

Technology is one of the important things in various fields, especially in the field of education, in the technological age like now a professional educator must be able to keep up with the times. One of them is by making digital-based learning media, the application of learning using digital media can make it easier for students to receive learning in a fun way. So it is necessary to have a workshop for teachers in making digital-based learning media using a website called wordwall at UPTD SDN Purwamekar. This service in the form of a workshop shared with educators at UPTD SDN Purwamekar how to apply the creation of digital learning media on the wordwall website. Based on the results of the questionnaire given, 80% of the participants who attended did not know this wordwall website, and 20% already knew but had never used it. As a result of this workshop, the participants who attended came to understand and were able to apply wordwalls to learning activities.

Secondary-school teachers’ noticing of aspects of mathematics teaching talk in the context of one-day workshops

In a research project with one-day teacher education workshops for secondary-school mathematics teachers, our study explores the potential of tool-supported discussions in helping them to notice important and critical aspects of mathematics teaching talk. Mathematical practices of naming and explaining in teaching talk, students’ content learning challenges, and noticing processes of identifying, interpreting and deciding are the components of our framework and the tools that guided the design and implementation of three workshops on linear equations, fractions and plane isometries. The data was collected during the discussions with the seven teachers and the teacher educator throughout these workshops. The coding of the discussions allowed us to see discourse moves that reveal the teachers’ noticing of: (i) challenges in the identification of mathematical naming, (ii) mathematical explaining that voices the students’ learning, (iii) classroom practice in relation to mathematical naming and explaining.

Progressive Leadership in Primary Education of Kartasura in the Era Global Computing

The condition of education is an increasingly advanced technology; teachers are required to be able to keep up with the development of information and communication. Thinking about the importance of educational leadership is seen as the most important need. This research aims to find out how leaders try to influence group members about specific situations. This research was conducted using the descriptive qualitative method with a case study design. The research subjects were the principal, curriculum principal, student affairs vice principal, and teachers. Data collection techniques were interviews, observation, and documentation. Data validity checking techniques were carried out using triangulation techniques and sources. Data analysis techniques were carried out with data reduction steps, data presentation, and conclusion drawing). The results showed that: progressive educational leadership strategies in facilitating change and innovation in schools conducted workshops for teachers of all subjects and the principal’s implementation in the educational evaluation was conducted active weekly.

ТРЕНИНГЪТ КАТО ФОРМА ЗА ПЕДАГОГИЧЕСКА КВАЛИФИКАЦИЯ – АКТИВНОУЧЕНЕ, СПОДЕЛЯНЕ, МОТИВАЦИЯ

The article presents a concrete realization of a workshop for teachers on the topic „STEM STEAM concept in education – practical skills and methodological solutions“. The need for quality pedagogical qualification when placing the teacher in the active position of a learner is justified. A model of work is proposed where practical work, based on project-based approach is combined with individual and teamwork of teachers. Emphasis is placed on the competencies that must be formed and developed in the nowadays teachers to ensure objective conditions for the realization of an effective learning process.

Pelatihan Literasi Sains Untuk Meningkatkan Keterampilan Berpikir Ilmiah Guru Sekolah Dasar di Slempit Kabupaten Gresik

Science learning in elementary schools requires real examples in everyday life in order to facilitate the construction of students' thinking at the level of concrete operational cognitive development. This requires a skill needed by teachers in designing science learning to be contextual. Examples of concepts that are far away and difficult to find by students in the surrounding environment, causing students to lack interest in learning science. Meanwhile, teachers feel less confident in presenting examples of science concepts that are appropriate to their respective regions because they are not contained in the guidebooks used in learning in class. This service aims to provide scientific literacy (IPA) training to teachers at UPT SDN 209 Gresik so that the science learning process is in accordance with the surrounding environment and has a positive effect on scientific literacy and scientific thinking skills of teachers. The service program is carried out through workshops for teachers. The results of this service are in the form of examples of science concepts related to the daily life of the Slempit community related to the context of science (IPA) and drafts of scientific articles for elementary school teachers

Development Of A Complex Public Health Intervention To Reduce Anxiety Of Children Aged 13-15 Years Attending Government Sinhala Medium Schools In Colombo District, Sri Lanka

Background: Anxiety disorders (AD) are the most prevalent psychological problem among adolescents. Both anxiety disorders and anxiety symptoms can lead to adverse outcomes. The aim of the study was to develop an evidence-based intervention package to reduce anxiety among school children aged 13-15 years.Methods: Design: UK Medical Research Council guidance for development of complex interventions were followed. Identification of evidence based was done by literature-search and expert opinions. Most suitable theory was identified based on level of evidence through consensus of Advisory committee (AC) consisting of experts. Subcomponents of the selected theory were mapped with associated factors of the AD. Eleven KII were conducted with school principals, teachers, parents, and students. Framework of the intervention package with suitable deliverables was designed with consensus of the AC by triangulating the findings. This was further fine-tuned with by using Modified-Delphi technique with participation of broader group of experts. These Delphi items were systematically derived from findings of the systematic reviews, expert opinion, and inputs from intervention recipients. The content development was done based on the proposed framework. Modeling process was done by conducting four consultative meetings with stakeholders with the aim of ensuring content and consensual validity followed by a consensus workshop. Feasibility study and pretesting of deliverables were done. Participants: Advisory committee [n=6] and stakeholder group [n=11] in Delphi component & four consultative meetings and a wider stakeholder group [n=23] in 1-day consensus workshop were involved.Results: Four RCTs and 12 RCTs/cRCTs were identified through literature review. Six types of intervention modalities were identified. CBT based intervention modality was shortlisted by AC considering the level of evidence. Five broad solutions, namely psycho education, realistic thinking, problem solving, graded exposure and relaxation techniques under CBT were mapped against the associated factors with consensus of the AC. Activities were developed under these broad solutions and most suitable options of these activities were selected by a stakeholder group using Modified Delphi technique. The intervention package was finalized by conducting a consensual workshop followed by feasibility study and pretesting of deliverables.Conclusions: A CBT-based universal intervention package was developed to reduce anxiety among children with ToT workshop for teachers with a field training, eight weekly 40 minutes sessions for children and one 40-minute session for parents. Teachers’ guide, Student’s workbook and leaflet for parents were deliverables. A process evaluation framework was used to monitor implementation.

The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Mental Health and Wellbeing: A Systematic Literature Review

AbstractTypical school provision of physical education, physical activity and sports, which is reflective of the school’s response to the national curriculum, available resources and school ethos, may impact adolescent mental health and wellbeing. Systematic literature reviews have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2022) pertaining to adolescents aged 12–18 years in secondary schools. Twenty studies met the inclusion criteria, including thirteen interventions, five cross-sectional and two longitudinal studies. Included studies contributed 108 reported effects, that examined depression, anxiety, self-esteem, self-efficacy, wellbeing, life satisfaction and positive mental health. Anxiety was the most frequently reported outcome, with 59% of the reported findings found to be non-significant, 24% significantly positive, 12% significantly negative and 6% reporting a negative trend but with no test of significance. Evidence supported the impact of physical education on adolescent mental health and wellbeing. Significantly positive effects were linked to interventions with minor modifications to typical provision such as the integration of teacher workshops and/or implementation of curriculum models. This suggests the importance of supplementing typical school provision of physical education to positively influence future impact.

Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers.

Evaluating the Degree of Readiness to Practice Professional Distance Learning Communities (Virtually) in Light of the Covid-19 Crisis: Perspectives of School Leaders and Teachers at Amman Educational Directorate in Jordan

Objective: This study aims to evaluate the degree of readiness to practice virtual PLCs in light of the COVID-19 crisis from the perspectives of school leaders and teachers at Amman Educational Directorate in Jordan. Methods: This study used the descriptive analytical method. The sample of the study consisted of 155 respondents chosen randomly. The psychometric properties of the Professional Learning Communities Scale, consisting of 52 items distributed across six dimensions, were validated. Results: The results showed that the degree of readiness to practice virtual PLCs in light of the COVID-19 crisis, from the perspectives of school leaders and teachers, was high across all dimensions of the scale. Specifically, Supportive Conditions – Relationships were ranked first with a high score, while Supportive Conditions – Structures were ranked second with a medium score. The Shared Values and Visions, Shared Personal Practices, and Shared and Supportive Leadership were ranked third, fourth, and fifth, respectively, with a medium score. The results indicated significant statistical differences in work type and authority supervising schools, in favor of school principals and UNRWA schools, respectively. However, there were insignificant statistical differences regarding the respondents' gender, years of experience, and academic degrees. Conclusions: The results demonstrate that the degree of readiness to practice virtual PLCs in the light of the COVID-19 crisis, from the perspectives of school leaders and teachers, was high. The study recommends conducting related studies and holding workshops for school leaders and teachers.

Teacher Re-novicing on the Path to Integrating Computational Thinking in High School Physics Instruction

Integrating computational thinking (CT) into STEM disciplines requires secondary teachers to develop their pedagogical content knowledge of computing and content integration. Experienced teachers who choose to integrate CT in their secondary STEM courses may struggle in the same ways as novice teachers as they learn about programming and its potential use within their content areas. This study describes these potential struggles as teacher re-novicing in the context of high school physics. The research team facilitated a week-long computing integration workshop for physics teachers (n = 24) from three countries. The teachers engaged with computational learning activities in Jupyter Notebooks with the goal of developing their capacity to integrate Python in physics applications. Qualitative analysis of teacher surveys supported our theorization of a pathway of CT integration knowledge development. We describe these professional learning needs in four illustrative cases, building a grounded theory for teacher re-novicing as a pathway beginning with computing knowledge, moving through physics applications of computing, and arriving at pedagogical knowledge for physics-CT integration.

The degree to which Islamic education teachers possess the skills of the 21st century at the primary level in the holy city of Mecca from the point of view of educational supervisors and school leaders

The study aimed to reveal the degree to which Islamic education teachers have the skills of the 21st century at the primary level in Mecca from the point of view of educational supervisors and school leaders. The descriptive survey method was used. The study tool was a questionnaire consisting of (50) phrases spread over seven basic fields. The study sample consisted of (35) leaders and supervisors from Islamic education supervisors in Makkah. One of the most important results reached was that the degree to which Islamic education teachers have 21st century skills at the primary level in Mecca city from the point of view of supervisors Female educators and school leaders in the questionnaire as a whole came with a score of (high) with an arithmetic average of (3.925). The skill of educational technology management ranked first with an arithmetic average of (3.983) followed by the skill of managing the abilities of female students with an arithmetic average of (3.975) followed by the management of the art of the education process with an arithmetic average (3.960) followed by the development of higher thinking skills with an arithmetic average (3.926) followed by the management of the evaluation system with an arithmetic average (3.920). The results showed statistically significant differences in the degree of acquisition of education teachers Islamic skills for the 21st century at the primary level at the level of significance (a<0,05), according to the variable (educational qualification) and the absence of statistically significant differences in the degree to which Islamic education teachers have 21st century skills at the primary level of significance (a<0,05), according to the variable (experience). One of the most important recommendations is to hold continuous training courses and workshops for Islamic education teachers to help them acquire 21st century skills.

Four 2023 ACS regional meetings open calls for papers

Organized by local sections of the American Chemical Society, ACS regional meetings provide technical programs and poster sessions, as well as expositions and social events. Abstract submissions are being accepted for four regional meetings taking place in the fall. Joint Midwest–Great Lakes Regional Meeting The Saint Louis Section and East Central Illinois Local Section invite abstract submissions to the 2023 Joint Midwest–Great Lakes Regional Meeting of the American Chemical Society (MWRM–GLRM). The meeting will take place Oct. 18–21 at the Saint Charles Convention Center in Saint Charles, Missouri. The meeting, whose theme is “Scale Up Your STEM,” will feature plenary speakers, technical sessions and special symposia, poster sessions, regional award presentations, social events, and a large vendor exposition. In addition, there will be undergraduate programming, chemistry education workshops for high school teachers, and events sponsored by the local Younger Chemists Committee and the Minority Affairs Committee. Details can be found

DEVELOPING PHYSICAL SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF ELECTROMAGNETIC THEORY BY MEANS OF HANDS-ON AND VIRTUAL EXPERIMENTS

To advance academic performance and classroom practices, teachers must understand and continually improve their content knowledge and teaching skills. Physical Science teaching and learning require this level of understanding, as it serves as the foundation for didactical content knowledge and scientific practices. Physical science teachers usually use traditional teaching methods, which explains the lack of effective methods for improving physical science knowledge. This article demonstrates a teaching approach that can enhance the teaching and learning of Physical Science in STEM (Science, Technology, Engineering, and Mathematics) classrooms. A professional development workshop for Physical Science teachers was conducted to compare two different TLS (Teaching and Learning Sequences). TLS were designed, and one method incorporated virtual and hands-on experiments. The TLS were used to enhance teachers' understanding of electromagnetic theory, a topic prescribed for learners taught by the sampled group. A qualitative method supported by secondary quantitative data was applied to collect data from 16 and 15 in-service physical science teachers, respectively. The analytical responses were categorized using participatory observation and factor analysis, as well as a mean of normalized gain to determine improvement in knowledge. Teachers' conceptual understanding of electromagnetic theory was attributed to virtual and hands-on experiments in teaching-learning processes. Re-evaluation of TLS and the integration of practical and science teaching in the classroom were recommended.

Students’ Counseling and Teachers’ Moral Integrity Management in Science Education

This study investigates the concepts of Students’ Counseling and Teachers’ Moral Integrity Management in an Ethno-linguistically Diverse Science Education Schools. It aims to expose another cause of teachers’ moral integrity question and provides suggestions to ensure the hardworking teachers are not discouraged and the schools do not lose public trust. Having adopted a multidisciplinary approach, the study exploited oral interviews and e-library resources as data sources. The dichotomy “Theory X and Y” by Douglas McGregor of 1960 was used as the theoretical frame-work to anchor the study. It was discovered that the use of incomplete statements, ambiguous words and gender sensitive statements during students’ counseling are responsible for misinterpretation of intention which often put teachers’ moral integrity at risk. It was suggested that science teachers should be gender conscious and avoid easily misunderstood statements during students counseling. Also, School Administrators and counseling association of Nigeria should organize workshop for science teachers on the needs to refer low performing students to professional counselors for proper counseling interventions.