Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.

Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2018-06-08 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers¿ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers¿ own learning. The first article examined teacher experiences in the use of ¿design thinking¿ by Retna. Next, Hong¿s and Youngs¿ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers¿ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers¿ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers¿ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers¿ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors¿ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.

Download or read book The Effect of Teaching Experience on Teachers Perceptions of Their Teacher preparation Programs written by George William Schuler and published by . This book was released on 1983 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Teaching and Learning written by Martin Hughes and published by Multilingual Matters. This book was released on 1994 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes how teaching and learning is perceived by those most closely involved in it or affected by it - such as teachers, pupils and parents; and covers a spectrum from preschool to secondary school.

Download or read book Teacher Perceptions of Their Professional Learning Community Experience in One North Texas District written by Melissa Ann Heller and published by . This book was released on 2020 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: See ProQuest for summary.

Download or read book Teachers as Learners written by Vivienne Collinson and published by . This book was released on 1994 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Pre service Teachers Perceptions During Two First Layer Capstone Experiences written by Kelly Ann Moore and published by . This book was released on 2011 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identity lenses are forever changing even for the most seasoned teacher. But for pre-service teachers, their developing identity lenses are changing minute by minute as they strive to be autonomous in every aspect involved in the art of teaching whether it be in their teacher preparation program or in the field as a novice teacher. This descriptive case study sought to explore the perceptions of pre-service teachers as heard through their voices as participants in two conceptually different but similar first-layer capstone experiences coined Traditional Internship I and Integrated Methods Application Experience or IMAeX as candidates came to the realization of the authenticity of teaching and their individual shifts in identity lenses. This case study explored candidates' perceptions of participation in field-based capstone experiences that focused on the effective aspects of the field experience that increased their potential for teaching and learning, the ineffective aspects of the field experience that hindered their potential for teaching and learning, and the realization of how the field experience had prepared them for the authenticity of teaching. This study provided insight on pre-service teachers' progress of skills, development of dispositions, and perceptions of their developing teacher identity. Archival data were collected over two semesters utilizing focus group interviews from volunteer participants in each program track and over a four semester period utilizing reflective prompts in addition to the university course assessment which included all participants' perspectives from each program track. The reflective prompt data was collected for the sole purpose of gaining insight into program effectiveness and improvement. Four individual interviews and eight field based observations were conducted with purposively selected volunteer participants (two participants from Traditional Internship I, one interview each, two field observations each; two participants from IMAeX, one interview each, two field observations each) from each program track for the purpose of triangulation of data. The noted and coded themes were identified utilizing the constant comparative analysis process in which data were examined and themes were analyzed and identified through the repetition of embedded common related aspects or experiences by participants and grounded in theory, which validated the findings of this study by identifying aspects of the experiences that theoretically were justified in the data. Recommendations for educator preparation programs for future study are included in this study as teacher education preparation programs continue to find a balance between building the professional, pedagogical, and experiential knowledge of pre-service teachers during the capstone experience and are charged with encouraging reflective practice as part of the learning process as candidates begin to shape and explore who they are and where they fit in the profession of teaching (Graham & Phelps, 2003).

Download or read book Learner Centered Teaching written by Maryellen Weimer and published by John Wiley & Sons. This book was released on 2008-05-02 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.

Download or read book Data Collection and Analysis written by Roger Sapsford and published by SAGE. This book was released on 2006-03-29 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: In simple and non-technical terms, this text illustrates a wide range of techniques and approaches used in social research projects.

Download or read book Project based Learning written by Tricia Nail Haddad and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Project-based learning (PBL), a type of pedagogy, is helping students in today’s world stay motivated to learn. This hands-on, collaborative type of learning is seen as beneficial for students, but the problem is the lack of knowledge about teachers’ perceptions of PBL. This qualitative study discusses teachers’ perceptions of PBL through the challenges, benefits, teacher training, and school administration support. Twelve teachers from magnet schools within a public school district specializing in PBL were interviewed. The teachers ranged from first-year teachers to teachers with over 10 years of experience. Six educators also participated in a focus group. Study findings indicated that teachers felt PBL was beneficial for today’s students. Some teachers find PBL challenging as it requires much planning time. It is more challenging if teachers are not supported by their administration. All participants commented on the importance of PBL training. More practical training is needed to help the teachers feel more successful in the classroom. Despite the challenges with PBL, every teacher interviewed said the benefits outweighed the challenges and thought PBL was an effective method for teaching today’s students. -- Keywords: constructivism, interdisciplinary collaboration, pedagogy, practicum training, project-based learning, teacher perceptions, traditional education

Download or read book A Narrative Inquiry of Teachers Perceptions Regarding Their Professional Development Experiences written by Theresa Andrea Nugent and published by . This book was released on 2007 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this narrative inquiry study was to explore teachers' perceptions of their professional development experiences. Qualitative studies are needed to truly understand through "thick rich" descriptions (Lincoln & Guba, 1985) what is happening (or not) from the viewpoint of the classroom teacher in reference to their professional development experiences and related impact on student outcomes. In an era of accountability, teachers' voices are essential for understanding potential connections between teacher learning, via professional development experiences, and improved student outcomes. This research project involved a purposeful sample of eight first-grade and second-grade teachers, identified by their principals as "committed" to a life-long love of learning and to applying new knowledge gained from professional development experiences into their classrooms. These teachers reflected on the experiences they valued, how they applied their learning to support student-learning outcomes, the types of support they received, and the barriers they encountered. The findings of this study reveal that teachers value professional development experiences that improve their teaching strategies and offer relevant and practical knowledge. To be successful, teachers believe that they need more time to conduct ongoing informal dialogue with colleagues while applying new learning. In addition to support from colleagues, teachers benefit from the additional assistance provided by internal coaches. Teachers experience barriers related to lack of time and sense of ownership, preconceived notions, insufficient training, and management of noncompliant student behaviors. In reference to student outcomes, these first-grade and second-grade teachers primarily used their observational skills rather than formal assessments to evaluate the impact of new teacher learning on student outcomes. Most teachers did not make a formal connection between participating in professional development experiences and improved achievement from their students. These findings have important implications for the kind of support and follow-up needed in planning professional development opportunities in an era of accountability.

Download or read book Online Course Management Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-03-02 with total page 2240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Online Course Management: Concepts, Methodologies, Tools, and Applications is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments.

Download or read book The Perception of Teacher Pathways on Professional Learning written by Lori Mae Alexandra Marie Amaro and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper explored the similarities and differences between teacher education pathways and perceptions that professional learning had on their teaching practices and teaching self-efficacy. Figuring out how to promote continual learning is critical no matter which pathway a teacher took to get their certification. Many barriers emerged when thinking about and discussing this topic, such as the experiences gained through teacher preparation programs; professional learning formats, content, and quality; district resource allowance; student learning needs; and application of professional learning. All of these elements can influence teachers' perceptions surrounding professional learning. As educators experience learning opportunities, successful implementation is necessary to see changes in instructional practices, student outcomes, and teacher beliefs and attitudes. The purpose of this study was to explore how elementary ELA teachers in a large Midwestern school district, coming from various pathways into education, perceived professional learning on their classroom practices and teaching self-efficacy. This case study took a qualitative approach by utilizing quantitative data to describe educators' perceptions. Throughout the study, methods including, surveys, philosophy statements, interviews, classroom observations, field notes, and participant journals, collected data, which assisted in understanding teacher perceptions. Coded and analyzed data formed categories that organized perceptions by professional learning perceptions on teaching practices, professional learning perceptions on teaching self-efficacy, and professional learning perceptions on teaching self-efficacy for those serving students of various populations. Sub-categories broke down the broad categories into definitions/understandings of professional learning and teaching self-efficacy, positive perceptions, and negative perceptions. Other data collected provided connections between perceptions and practices. Participants in this study came from pathways, such as traditional, long-term substitute, accelerated, and other. The results showed that educators need continued support through specialized professional learning, as participants described gaps in their learning that need addressed. Limited professional learning with ReadyGen created a learning gap for teachers. All participants perceived a lack of preparation in working with students of various populations. The conclusion showed that participants, other than the accelerated pathway participant, did not contribute the influence of professional learning to their teaching practices. The conclusion of this study described the need for more specialized learning, especially as new teachers enter the profession, to ensure they are prepared to work in with the diverse students they encounter. In conclusion, recommendations included to continuation of professional learning in smaller settings and an examination of many professional learning aspects within the district.

Download or read book The Routledge Handbook of Content and Language Integrated Learning written by Dario Luis Banegas and published by Taylor & Francis. This book was released on 2023-07-03 with total page 699 pages. Available in PDF, EPUB and Kindle. Book excerpt: Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts. Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world. The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

Download or read book A Qualitative Study of Student Teachers Perceptions and Reflective Thinking During the Student Teaching Experience written by Joan Kyzar West and published by . This book was released on 1994 with total page 1026 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Value Creating Education written by Emiliano Bosio and published by Taylor & Francis. This book was released on 2024-01-31 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions: How do educators understand the role of VCE? What pedagogical approaches to VCE do educators employ in their classes? How do educators support the values and knowledge of VCE in all curricular areas? What do educators see as the key essential values and knowledge that students should develop through VCE? It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).

Download or read book Teacher Perceptions Regarding Effective Professional Development Practices for Implementing Student Learning Objectives written by Christie L. Miller and published by . This book was released on 2016 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to discover teachers' perceptions about the extent to which professional development practices have been helpful in assisting teachers in the creation and implementation of Student Learning Objectives (SLOs) as well as how SLOs have affected teachers' instructional practices. Also, this study sought to discover teachers' perceptions of instructional practices learned through professional development and SLOs that may have led to student growth. The perceptions of 35 teachers from four rural school districts in northeastern Pennsylvania were obtained using an online survey. The teachers were elementary, middle, and high school teachers. The survey consisted of seven multiple choice items, 14 four-point Likert scale items, and eight open-ended response questions. Moreover, three teachers volunteered to participate in interviews consisting of six questions. The findings of this study showed mixed results about whether professional development on the SLO process has allowed teachers to be confident and comfortable when creating and implementing SLOs as well as whether SLOs have had an impact on their instructional practices. However, teachers felt that it was very beneficial to have professional learning communities (PLCs)/team meetings as well as training with a knowledgeable presenter; they also expressed a desire to be given examples of SLOs in order to become more comfortable with SLOs and the SLO process. The teachers also reported that they did not find their experience with the SLO process to be valuable or effective.