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Academic literature on the topic 'Educational planning and teaching practice'

Author: Grafiati

Published: 11 December 2022

Last updated: 19 February 2023

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Journal articles on the topic "Educational planning and teaching practice"

Zhorabekova, D. M., and G. K. Tleuzhanova. "Level teaching of the English language in schools of Kazakhstan: planning and teaching practice." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (2021): 137–47. http://dx.doi.org/10.31489/2021ped4/137-147.

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This article is devoted to the analysis of the current state of level teaching of the English language in schools of Kazakhstan. The transition to level education in the Republic of Kazakhstan required significant changes in the entire educational process for teaching foreign languages: the introduction of new, more effective teaching technologies that simulate linguistic conditions of the country of the target language, the creation of new documentation, the training of teachers, the development of a new system for assessing student results. The main change was the transition from traditional teaching, focused on teaching grammar and vocabulary, knowledge of the rules of using the language, to teaching based on teaching communication skills, competencies. This article is a study on the impact of the practical application of the CEFR principles, as a recommended document, on the level teaching of the English language in Kazakhstani schools. Our study attempted to examine the impact that CEFR postulates have on teaching and lesson planning practice, and the extent of this change, by examining the practice of English teachers who have participated in CEFR-related advanced training, and professional training related with updated educational content and a communicative approach in teaching foreign languages. The results showed that training, as one of the scientific and methodological conditions for the transition to level education, has a positive impact on the area of planning and teaching. The obtained data show that the transition took place not only formally on paper, but also in classrooms.

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Saadatdoost, Robab, Alex Tze Hiang Sim, Hosein Jafarkarimi, Jee Mei Hee, and Leila Saadatdoost. "Cloud Computing for Teaching Practice." International Journal of Web-Based Learning and Teaching Technologies 9, no. 4 (2014): 50–68. http://dx.doi.org/10.4018/ijwltt.2014100104.

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Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.

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Gevorgyan, Srbuhi, Mariam Ispiryan, and Tigran Mikayelyan. "Critical thinking – educational epopee." Scientia Paedagogica Experimentalis 59, no. 1 (2022): 97–112. http://dx.doi.org/10.57028/s59-097-z1006.

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The paper contains an attempt to cover one of the most popular topics recurrent in the realm of education sciences in theory and teaching/learning in practice. The adopted standpoint tries to uncover the highlights of critical thinking as a teaching/learning technique, elucidating the major principles that should be considered while planning the respective educational activities. From psychological, education management and specific methodological perspectives, the researchers have tried to offer a paradigm of the necessary concepts that might contribute to the educational output of critical thinking, contributing to the design and implementation of the methodology targeted, making the whole process much more measurable.

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Urmonov, B. I., S. R. Qosimov, and D. O. Nurmatov. "INNOVATIONS AND BEST INTERNATIONAL PRACTICES IN TEACHING THE USE OF BIM TECHNOLOGIES IN URBAN PLANNING." American Journal Of Applied Science And Technology 02, no. 05 (2022): 67–70. http://dx.doi.org/10.37547/ajast/volume02issue05-13.

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At present, several modern teaching methods are widely used in the educational process. The use of modern teaching methods ensures high efficiency in the teaching process. When choosing teaching methods, it is advisable to choose based on the didactic function of each lesson. The use of computer technology in teaching higher education students the topic "The use of BIM technologies in urban planning" remains one of the modern requirements.

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Nikos, Tzimopoulos, Provelengios Petros, and Iosofidou Maria. "Implementation and evaluation of a remote seminar on the pedagogical use of educational robotics." Advances in Mobile Learning Educational Research 1, no. 2 (2021): 48–57. http://dx.doi.org/10.25082/amler.2021.02.001.

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This article describes distance teacher training for educational robotics' pedagogical use, e.g., the planning, the implementation, and the evaluation by the teachers involved. The training seminars were organized as part of the Greek eTwinning community's seminars. They were based on a Teacher Practice Community of the South Aegean about using ICT in teaching practice. From 2018 we have included seminars on educational robotics. There is a growing interest in the use of educational robotics in teaching practice. Although the topic is such that face-to-face contact and experimentation with the subject is considered necessary, we tried to educate teachers using remote learning methodology. The project was successful, and the evaluation of the seminars was very positive.

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Atai, Mahmood Reza, and Farhad Mazlum. "English language teaching curriculum in Iran: planning and practice." Curriculum Journal 24, no. 3 (2013): 389–411. http://dx.doi.org/10.1080/09585176.2012.744327.

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Velez, Manuel Antonio Basurto, María Gabriela Bravo Velez, Jean Telmo Mendoza Mera, José Reinaldo Zambrano Mendoza, and Henry Javier Zambrano Mendoza. "The TICs and their incidence to develop didactic resources within teaching planning." International research journal of engineering, IT & scientific research 6, no. 1 (2020): 1–10. http://dx.doi.org/10.21744/irjeis.v6n1.846.

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Using ICT in teaching practice, it helps to contribute knowledge through digital tools that meet the visible needs of students. These have immersed in a constant technological evolution in which they are recognized as digital natives, ICTs have an impact on the development of digital teaching resources, due to the different gamification platforms that are developed in the network, and these means allow planning innovations teachers and generate meaningful learning through recreational activities. This research work shows the influence of TICs, in the teaching-learning process as a significant and important element in the educational field. However there are teachers who do not know these methods of illustration, which have traditionalist practices included In the curricular planning that do not contribute to the proposed objectives, there are also teachers with extensive knowledge in this area, who should demonstrate the benefit of using Web 3.0. In the consolidation of knowledge and contribute through training aimed at the teaching staff to socialize this new methodology.

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Christie, Frances. "Developing an educational linguistics for English language teaching." Functions of Language 1, no. 1 (1994): 95–127. http://dx.doi.org/10.1075/fol.1.1.06chr.

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The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing an educational linguistics, the better to inform curriculum planning and pedagogical practices in schools. In particular the paper argues the importance of the contributions of systemic functional linguistic perspectives to the development of a model of language and literacy of a kind which can usefully underpin curriculum planning and learning theory. Such a model, while drawing extensively upon other related contemporary social theories, will nonetheless place a functional grammar firmly at the heart of its concerns.

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Yu, Li Jian, and Wei Qing Mao. "Study on the Model of Logistics Management of ERP Teaching." Advanced Materials Research 271-273 (July 2011): 1778–81. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1778.

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ERP (enterprise resource planning) is a logistics management course, which is very important for ERP course and the characteristics of logistics management. By means of the modern educational technology and the classroom practice of computer simulation, the connotative definition of ERP can be comprehended easily. The innovation of the model of teaching methods can bring about a striking effect.

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Cooper, Nicola. "Teaching on the AMU ward round." Acute Medicine Journal 10, no. 3 (2011): 133–35. http://dx.doi.org/10.52964/amja.0492.

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Abstract AMU ward rounds can be busy, and many consultants feel they are ‘too busy to teach’. Yet the AMU is a rich learning environment. If we take the starting point that teaching is not the same as learning, how can consultants facilitate learning during a busy AMU ward round? Opportunistic teaching requires some planning but can easily be incorporated in to the business of the working day. Good educational practice requires some knowledge however. This article aims to give physicians some understanding and tips on teaching on the AMU ward round.

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Dissertations / Theses on the topic "Educational planning and teaching practice"

Arpetti, Alessandro 1979. "Teaching practice and learning design = a reflective model for professional growth = Prática de ensino e planejamento didático." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275532.

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Orientadores: Maria Cecília Calani Baranauskas, Tommaso Leo
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação
Made available in DSpace on 2018-08-26T02:03:50Z (GMT). No. of bitstreams: 1 Arpetti_Alessandro_D.pdf: 11941680 bytes, checksum: 16f7758f01e837b398a5707819ee4b70 (MD5) Previous issue date: 2014
Resumo: O crescente uso das tecnologias na educação e a falta de alcanço dos resultados esperados levaram a atenção sobre o planejamento didático com o objetivo de favorecer resultados educativos melhores e um uso mais proveitoso das tecnologias. O planejamento didático é uma atividade complexa que requer um alto número de competências. Nos últimos anos, as pesquisas do setor levaram a um desenvolvimento de numerosos modelos e ferramentas para auxiliar a prática do design, mas, apesar dos esforços, a difusão entre os professores permanece limitada. Esta tese se insere no campo de pesquisa do Learning Design (LD) e do desenvolvimento de competências e profissionalismo dos professores. O objetivo principal é enfrentar o problema da compreensão e da difusão do LD entre os professores não especializados no planejamento didático e no desenvolvimento de soluções que possam facilitar o processo de design e promover o compartilhamento de planos didáticos e do desenvolvimento profissional dos professores. Inspirando-se à abordagem sugerida pela Educational Design Research, a pesquisa foi desenvolvida em colaboração com um grupo de professores de Italiano como língua segunda/estrangeira de vários países, colaborando a distância por meio de um website desenvolvido para o projeto, os professores participaram ativamente através de práticas de design semio-participativas, que permitiram um maior entendimento do uso, das expectativas e do significado por eles atribuídos ao planejamento didático. Os principais resultados deste percurso de pesquisa são a definição de uma abordagem ao planejamento didático baseado na epistemologia da prática e a implementação do LEDITA (LEarning Design for ITAlian language), uma aplicação web para a criação, a edição, o compartilhamento e o reúso de designs. O processo de design proposto com LEDITA ativa um duplo ciclo de reflexão. O primeiro, durante a fase de design, permite o desenvolvimento de competências e o crescimento profissional por meio da reflexão-na-ação e da ampliação do repertorio didático. O segundo, por meio do compartilhamento e da adaptação de um design a um novo contexto, permite a reflexão-sobre-a-ação e a revisão crítica do profissionalismo dos professores. Estes resultados foram por fim validados através de análises exploratórias que revelaram bons níveis de usabilidade e de compreensão por parte de professores não especializados em design
Abstract: The increasing use of technology in education and the failure to achieve the expected results have brought attention to the Learning Design (LD), in order to promote better educational outcomes and a more profitable use of technology. LD is a complex activity that requires a large number of competences. In recent years, research in the field has led to the development of numerous models and software tools to support the practice of design, but, despite the efforts, the diffusion among teachers remain limited. This thesis relates to the LD research field and the development of teachers' competencies and professionalism. The main objective is to address the problem of understanding and dissemination of LD between teachers non-specialist in design, developing solutions that can facilitate the design process, promoting the sharing of educational designs and the professional development of teachers. Inspired by the approach suggested by the Educational Design Research, the research was carried out in collaboration with a group of teachers of Italian as a second/foreign language from different countries. Collaborating at a distance via a web site developed for the project, teachers were actively involved through semio-participatory design practices which allowed a greater understanding of the use, the expectations and the meaning they attribute to the design in education. The main results of this research are the definition of a LD approach based on the epistemology of practice and the implementation of LEDITA tool (LEarning Design for ITAlian language), a web application for creating, editing, sharing and reuse of designs. The design process proposed with LEDITA activates a double loop of reflection. The first, during the design phase, allows the development of competences and professional growth through the reflection-in-action and the expansion of the didactic repertoire. The second, through the sharing and adaptation of a design to a new context, the reflection-on-action and the critical review of teachers' professionalism. Finally, these results were validated by exploratory analysis that revealed a good level of usability and understanding by teachers non-specialized in design
Doutorado
Ciência da Computação
Doutor em Ciência da Computação

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Deweese, David L. "Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.

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This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major findings. Faculty and program coordinators ranked their perceptions of their own practice highly. Faculty and program coordinators ranked their perceptions of their own instructional planning and teaching higher than they ranked their perceptions of department expectations of faculty regarding their teaching. Faculty and program coordinators ranked their perceptions of their own practice higher than they ranked their self-reported use of various instructional planning and teaching strategies, and methods and resources. Several recommendations resulted from this study. Among the most notable were the following: faculty and program coordinators in DPPSP programs need to conduct research which focuses on graduate perceptions of the quality of instructional planning and teaching they experienced while in the preparation program: similar research which focuses on other principal preparation program faculty teaching practices needs to be conducted, possibly using a qualitative approach: in light of the disparity between faculty and program coordinator perceptions of their instructional planning and teaching practices, and their self-reported utilization of various instructional planning and teaching methods and resources, it was recommended that DPPSP faculties and coordinators engage in critical assessment of the assumptions under which they plan for and enact teaching and learning activities.

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譚志豪 and Chi-ho Raymond Tam. "Education, professionalism and practice of urban design in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31980284.

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Neame, Charles W. G. "Applying a model of viral transmission to the development of professional practice in learning and teaching in higher education : a case of Personal Development Planning." Thesis, UCL Institute of Education (IOE), 2009. http://radar.gsa.ac.uk/2450/.

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‘Good educational practice’ is difficult to define generically, because it is always context-dependent. It must therefore be locally defined and developed, rather than be ‘transferred in’ from elsewhere. This principle of local adaptability replaces notions of practice ‘transfer’ with one of practice which is developed more locally and democratically. Such practice nevertheless draws on networks which transcend contextual (e.g. departmental) boundaries. Thus development can happen locally, but local definitions of good practice remain open to valid models from elsewhere. In the context of educational practice in higher education, the research problem can be characterised as how to reconcile good practice from one context with new practice being developed in another. This problem is addressed using a case study of the implementation of Personal Development Planning (PDP) programmes in a postgraduate institution. It uses action research to engage academic staff (including the author) in participatory activities across the institution, to propose a model of the process of good practice development. This model draws on a metaphor of viral transmission to explain how academic communities exposed to forms of practice may adopt, reject, or adapt them. The model is integrated with a framework of educational development orientations to suggest how receptivity to new practice may be enhanced at different phases of the adoption or development process. This can be achieved by prioritising different features of the relationship between members of the academic community concerned. Notwithstanding the role of PDP as a case study in the research, the primary focus thus falls on practice development in new contexts generically, rather than on ‘good PDP practice’ specifically. The study presents a novel model of academic practice development, which exploits and responds to the varied aspects of academic community relationships, enabling innovators to overcome cultural and structural obstacles to new practice.

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Bylund, Elisabet. "Spår av teorier i planering : En intervjustudie om teoriers betydelse i planering." Thesis, Mid Sweden University, Mid Sweden University, Mid Sweden University, Faculty of Educational Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-10594.

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Denna uppsats handlar om hur lärare kopplar teorier och praktik utifrån dagens läraruppdrag. Syftet med studien var att undersöka hur lärare uppfattar teoriers betydelse i planering. Den empiriska undersökningen genomfördes som intervjustudie bland sju lärare. Intervjumaterialet analyserades utifrån en fenomenografisk ansats. Resultatet visade på tre skilda beskrivningskategorier, nämligen, A: Teorier är något närvarande som hjälper och stöder, B: Teorier är något omedvetet som påverkar och C: Teorier är något frånvarande vilket inte kopplas till praktiken. Slutsatser som drogs utifrån resultatet var att det bland lärare återfinns skilda synsätt på förhållandet och kopplingen mellan teori och praktik. Inom kategori B och C framkom en större tilltro till praktikgrundad kunskap och utifrån detta diskuterades behovet av att höja praktikgrundat kunnande till en generaliserbar nivå. Detta för att öka lärares möjligheter att tillgodose de förväntningar och krav som återfinns inom dagens läraruppdrag på att utifrån vetenskap motivera och förklara sitt handlande i den pedagogiska praktiken.

This essay concerns the connections teachers makes between theory and practice with regard to the requirements placed on teatchers today. The purpose of the study is to investigate how teachers percive the using of theories in their class preparation work. This empirical study has been conducted through interviews with seven teachers. The resulting material has been analyzed from a fenomenographical perspective and three different views have appeared. The views have been categorized as follow: A: Theories are considered and thought of as helpful, B: Theories are not considered but influence all the same, and C: Theories are thought of as removed and not connected to practice. The result show different views among teachers regarding the relation between theories and practice and the incorporating of theories in teaching practice. In categories B and C a picture appeared of views that greatly value knowledge gained by experienced based knowledge to a scientifically secure level. This would enabel teachers to meet the expectations and requirements placed on them today. That is, to be abel to explain and support their methods using results from scientific research.

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Lebo, Cynthyny Ann. "Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/3389.

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This Masters project consists of two elements: 1) an integrated after-school program to improve student English language reading and academic outcomes for third graders' vocabulary development by incorporating music, artistic creativity and linguistics; 2) a pilot sample curriculum that demonstrates the approach for building student comprehension through musical theater and Science, Technology, Engineering, and Mathematics (STEM) content experiences. Called "Water Buddy", this is an after-school program uses singing, dancing, writing, and play to build reading and vocabulary skills. The goal is to improve learner academic outcomes by mastering the elemental building blocks of words, letters, symbols by making memorable the sound units, idioms, print conventions, and concepts that they were previously lacking.

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McSweeney, Kathryn. "Assessment practices and their impact on home economics education in Ireland." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21804.

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This study was prompted by an interest in the extent to which the aims of home economics education in Ireland are being served by the assessment carried out at a national level. This interest led to an empirical investigation of key stakeholders’ perceptions of the validity of home economics assessment and a critical evaluation of its impact on teaching and learning. The data collection primarily comprised interviews with a selection of teachers and other key people such as students, teacher educators and professional home economists; and a complementary analysis of curriculum and design of Junior and Leaving Certificate home economics assessments during the period 2005-2014. The analysis of interview data combined with the curriculum and assessment analyses revealed the compounding impact and washback effect of home economics assessments on student learning experience and outcomes. This impact was reflected in several areas of the findings including an evident satisfaction among the respondents with junior cycle assessment, due to the perceived appropriateness of the assessment design and operational arrangements, and dissatisfaction with curriculum and assessment arrangements at senior cycle as they were considered to be inappropriate and negatively impacting on the quality of learning achieved. The respondents candidly pointed to what they considered to be an acceptance by some teachers of unethical behaviour around the completion of journal tasks. The respondents indicated that summative assessment practices are commonly used in home economics classrooms and the findings strongly suggest that external examinations are influencing teaching methods by demanding a test-oriented pedagogy to enable students to achieve certificate points. The technical analysis of the Junior and Leaving Certificate examination questions confirmed that these external assessments predominantly promote lower-order learning and there are clear indications of a washback effect on the quality of learning achieved. There is a view that the subject's position in the curriculum is weakened due to a lack of coherence around practice, as well as a lack of advocacy and leadership in the field. There was little evidence of the impact of home economics education and many of the interviewees merely 'hoped' that home economics made a difference in the lives of students. The study also showed that there are profiling, identity and teacher agency issues impacting upon the home economics profession. While not immediately generalisable to all home economics teachers or settings in schools, this study nonetheless implies that if the views and practices of the respondents were to be replicated across the whole of the home economics education community, it would not be safe to view national assessment results as a valid indicator of learning and achievement standards in the subject. There are grounds in this work to argue that the subject's values and purposes are not supported by existing curriculum, pedagogy and assessment arrangements.

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Patterson, Andrea M. "Evaluating The Effects of an Educational Lifestyle Modification Intervention on Blood Pressure in Adults With Prehypertension." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/496.

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The purpose of this project was to evaluate the effectiveness of an educational lifestyle modification (LM) intervention on blood pressure (BP) among adults with prehypertension. Prehypertension is a precursor to hypertension (HTN) and is a public epidemic in the United States. Approximately 68 million (31%) U.S. adult’s aged ≥18 years have hypertension. Hypertension can cause significant target organ damage, lead to coronary heart disease, heart failure, stroke, and kidney failure. Early identification and the primary treatment of persons with prehypertension with LM have the potential to minimize the progression and delay the onset of comorbidities associated with hypertension. This quality improvement project retrospectively reviewed changes in blood pressure for a small sample (n=5) of patients diagnosed with prehypertension who received education about modifying lifestyle behaviors according to nationally accepted clinical practice guidelines. Blood pressure measurements were extracted from the medical record beginning at the time of the education through a three month period. Descriptive data indicates that all five patients had a decrease in systolic and diastolic blood pressure. The median systolic blood pressure at baseline was 129 mmHg decreasing to 121 mmHg at end of study period. The median diastolic blood pressure was 86 mmHg decreasing to 76 mmHg. Integration of lifestyle modification education and subsequent blood pressure monitoring during a routine primary care visit is feasible and may help motivate patients to implement changes and subsequently reduce blood pressure. Future studies should include identifying strategies for improving patient participation.

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Almeida, Hederson Aparecido de. "Planejamento para o uso de analogias no ensino : reflexões de professores de Ciências e Biologia em um contexto de formação continuada colaborativa /." Bauru, 2020. http://hdl.handle.net/11449/192591.

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Orientador: Renato Eugênio da Silva Diniz
Resumo: As analogias são recursos que auxiliam o ensino de conceitos científicos, pois facilitam a transferência de significados de um conceito conhecido para um conceito desconhecido. No entanto, diversos obstáculos para a aprendizagem surgem quando são pronunciadas espontaneamente pelos professores. Assim, o planejamento para o seu uso é essencial, sendo estimulado quando os professores refletem sobre a sua prática em contextos formativos colaborativos. A temática da pesquisa envolveu a formação continuada de professores como práticos-reflexivos e a formação colaborativa. Buscou-se compreender e discutir os desafios e as possibilidades de inserção das analogias no planejamento de ensino de professores de Ciências e Biologia, quando eles refletem e planejam usá-las em um contexto de formação continuada. A abordagem da pesquisa foi qualitativa e as participantes três professoras das disciplinas supracitadas. A coleta de dados foi dividida em cinco etapas: 1) desenvolvimento de um curso sobre o uso de analogias; 2) planejamento de uma aula com o uso desse recurso; 3) implementação da aula; 4) entrevista semiestruturada e 5) discussão em grupo. Todas as etapas foram gravadas em áudio. As fases 1 e 5 foram realizadas com todas as participantes reunidas, e as fases 2, 3 e 4 realizadas individualmente com cada professora e a presença do pesquisador. O referencial analítico adotado foi a análise textual discursiva. Para a 1ª etapa foram geradas oito categorias acerca dos significados que a... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Analogies are resources that assist the teaching of scientific concepts, since they facilitate the transfer of meanings from a known concept to an unknown concept. However, several obstacles to learning arise when analogies are pronounced spontaneously by teachers. Therefore, the planning for its use is essential, and it is encouraged when teachers reflect on their practice in collaborative formative contexts. The theme of the research involved the continued teacher training as practical-reflective agents and the collaborative training. We sought to understand and discuss the challenges and possibilities of the insertion of analogies in the didactic planning of Science and Biology teachers, when they reflect and plan to use them in a continuing teacher training context. The research approach was qualitative, and the participants were three female teachers of the abovementioned subjects. Data gathering was divided into five stages: 1) development of a training course on the use of analogies; 2) planning of a class using this resource; 3) application of the planned class; 4) semi-structured interview and 5) group discussion. All stages were recorded in audio. Stages 1 and 5 were executed with all participants gathered, and phases 2, 3 and 4 were executed with each participant individually with the presence of the researcher. The adopted analytical framework was the discursive textual analysis. For the 1st stage, eight categories were generated on the meanings that the participa... (Complete abstract click electronic access below)
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Reed-Wright, Karen. "A Paradigm Shift in Professional Development: Weaving Threads of Understandings Through Job-Embedded Coaching for Increased Student Achievement." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1833.

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The intent of this qualitative study was to investigate changes in teacher understandings and student achievement as a result of job-embedded coaching, a professional development model. The study focused on the literacy initiative within 1 school district during a 7-year period from 2001 through 2008. Interviews and classroom observations with principals, literacy coaches, and teacher leaders coupled with rich artifacts and documentation provided data for analysis. To change from a traditional model of professional development was a cultural shift for schools, administrators, and teachers. "Remember that a culture of change consists of great rapidity and nonlinearity on the one hand and equally great potential for creative breakthrough on the other" (Fullan, 2001, p. 31). The interviews, observations, and documents illustrated evidence of new teacher understandings and a rise in student achievement coupled with enhanced relationships, communications, and teaching strategies. The paradigm shift from one adult learning mode to another brought about the cultural change within the school district, the schools, and the individual classrooms. The challenge will be sustaining the momentum and continuing to grow as new scientifically-researched best practices and strategies are released for teaching reading and writing. Recommendations from this study include examining Reading First schools and their job-embedded coaching programs. Reading First is a federal program with money appropriated to states and school systems that qualify with low socioeconomic status and student achievement scores. Further research opportunities are available at middle and high school sites where coaching has been adopted. There are some sites within the United States following the guidelines written for elementary teachers.

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Books on the topic "Educational planning and teaching practice"

Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development, 1996.

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The handbook for enhancing professional practice: Using the framework for teaching in your school. Association for Supervision and Curriculum Development, 2008.

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Borich, Gary D. Effective teaching methods: Research-based practice. 7th ed. Pearson/Allyn and Bacon, 2011.

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Grant, Leslie W. Planning, instruction, and assessment: Effective teaching practices. Eye on Education, 2010.

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1971-, Hindman Jennifer L., and Stronge James H, eds. Planning, instruction, and assessment: Effective teaching practices. Eye on Education, 2010.

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Danielson, Charlotte. Enhancing Professional Practice. ASCD, 2009.

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Kumar, Ashok. Changing planning education and practice in a globalized world. Dept. of Physical Planning, School of Planning and Architecture, 2009.

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Nanette, Seago, ed. Examining mathematics practice through: Classroom artifacts. Pearson, 2013.

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1950-, Leask Marilyn, and Hopkins David 1949-, eds. The empowered school: The management and practice of development planning. Cassell, 1991.

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Mitchell, Sue. The PSE staff development manual: Policy, planning and practice. Edited by Westall Karen. Framework, 1991.

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Book chapters on the topic "Educational planning and teaching practice"

Hill, LeRoy. "Translating Distance Education Theory into Practice: Developing an Emergency Teaching Framework for a Caribbean University." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_14.

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AbstractThe COVID-19 pandemic compelled universities worldwide to address the issue of continuity of teaching and learning. The request for teaching and learning continuity took many by surprise and as such, many universities were unprepared for the rapid shift. The transition from face to face to remote teaching therefore required a quick, but careful consideration to the planning, design, implementation and evaluation of remote teaching and learning. Notwithstanding this challenge, it becomes necessary to ground decisions within theoretical contexts that support and advance effective remote teaching and learning practice. Theory is well established as a tool to shape the effective teaching and learning within the higher-education setting and while there are frameworks that support traditional teaching and learning, not much attention is given to distance education frameworks. This chapter therefore intimates reflection on the utility of distance education theoretical frameworks to advance and sustain remote teaching practice at a Caribbean university.

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Ellis, Geraint, Brendan Murtagh, and Lisa Copeland. "The Changing Context for Planning Education in the UK and the Prospects for Research-Led, Practice-Engaged Teaching." In Urban and Regional Planning Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0608-1_20.

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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.

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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.

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Tidmand, Louise. "Building Positive Emotions and Playfulness." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_17.

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AbstractThis chapter focuses on the What? Why? and How? of building positive emotions and playfulness. What are positive emotions and playfulness? Why are these concepts part of the foundation of positive education? And How may we build positive emotions and playfulness in our pedagogical practice. In the profession of teaching, positive emotions and playfulness are closely linked to the development of coping skills and strategies, social competencies, cognitive competencies, and learning, as well as to the VIA character strengths. The chapter gives examples and suggestions as to how positive emotions and playfulness may be implemented in the three phases of teaching: preparation and lesson planning, pedagogical practice in the classroom, and evaluation of the lesson. The chapter furthermore looks into how positive emotions and playfulness are part of and contribute to the positive educational framework, to both student and staff wellbeing in the classroom, and as well as in the learning institution as a workplace.

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Sullivan, Sunshine R. "Sustainable teaching." In Joyful Resilience as Educational Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003124429-5.

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Trede, Franziska, Lina Markauskaite, Celina McEwen, and Susie Macfarlane. "Planning Learning Activities." In Understanding Teaching-Learning Practice. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7410-4_7.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.

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Farrell, Thomas S. C. "Lesson Planning." In Doing Reflective Practice in English Language Teaching. Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-7.

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Borg, Simon. "Experience, Knowledge about Language and Classroom Practice in Teaching Grammar." In Educational Linguistics. Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_19.

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Thorpe, David. "Exploring Teaching Developments: Influencing Sustainable Engineering Practice." In Educational Developments, Practices and Effectiveness. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137469939_7.

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Conference papers on the topic "Educational planning and teaching practice"

Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.

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Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional development program called: “The Practice Educators’ Academy”. Methods: A mixed-methods triangulation study design was applied to identify preceptors’ educational needs quantitatively through a validated survey sent to preceptors (n=325), and qualitatively by conducting 11 focus groups with preceptors (n=20), students (n=42), sand clinical faculty members (n=7). Quantitative and Qualitative data in addition to an extensive literature review were used in designing the academy by an inter-professional healthcare and educational team. Results: Principles of learning theories, planning for experiential learning, teaching strategies, students’ assessment and feedback, and communication skills for effective preceptorship and conflict resolution were the key domains expressed as preceptors’ educational needs. A five-module program syllabus was designed to meet these needs while benchmarking it with international preceptors’ educational development programs. The designed syllabus was critically examined and validated by national and international health professional education scholars. Conclusion: “The Practice Educators’ Academy” is the first intervention nationally and regionally that aims at improving preceptors’ teaching skills required to prepare competent health profession graduates. This will advance healthcare outcomes, meet the healthcare needs of Qatari society, and ultimately contribute to achieving Qatar National Vision 2030. Future studies should focus on evaluating the effectiveness of the program in improving preceptors’ knowledge and skills, and enhancing students’ satisfaction before full implementation at a national level.

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Predanocyová, Lubica, and Gabriela Jonášková. "COMPETENCE TO DESIGN AND PLAN EDUCATION AND ITS APPLICATION IN SCHOOL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/03.

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"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, Evaluation of Teacher Competencies, was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model."

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Rodríguez Rivera, Xochiquetzal Xanat, and Patricia Covarrubias-Papahiu. "THE TEACHING IDENTITY OF UNIVERSITY PROFESSORS: ITS IMPORTANCE IN PEDAGOGICAL PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end018.

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"The importance of studying the identity of university teachers lies in their role as mediators of learning and as key players in the professional training of new generations. In this sense, we report the advances of a research whose purpose is to investigate how the teaching identity of university professors is constructed and the way they perceive and mean their pedagogical practice. In the investigation of the construction of the identity of university professors, their school and professional trajectories, as well as their teaching experiences and practices, become important. On this occasion, only the findings related to the teaching trajectory and pedagogical practice of the professors are reported. The qualitative biographical-narrative approach was used to obtain six life stories of teachers from different disciplines working in public and private universities. The narratives on the adequacy of the curriculum and the pedagogical practices of the teachers, as axes of the teaching trajectory, made it possible to investigate how the teachers perceive and mean their pedagogical practice, and an approach to the understanding of the current teaching practice and their identity formation. Among the most important results in these areas are planning and academic freedom in the curriculum; implicit theories of teaching and learning; transmission of values; and the challenges of teaching: the transformation of practices and the relationship with students."

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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.

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Gao, Yanglin, and Lu Yu. "Exploration and Practice about Informatization Construction of Teaching in Landscape Planning and Design." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.25.

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Zhang, Jiarui, and Yinglu Huang. "The Enlightenment of Practical Teaching on Rural Planning in Colleges Based on “Rural Innovation Workshop”." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0190.

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Kozlova, Liudmila P., and Olga A. Kozlova. "The Role of Strategic Educational Partnerships." In 2018 XVII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES). IEEE, 2018. http://dx.doi.org/10.1109/ptes.2018.8604242.

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Bataev, Alexey V., and Ksenia I. Bataeva. "Educational process digitalization: introduction of cloud laboratory complexes." In XVIII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region. Eco-vector, 2019. http://dx.doi.org/10.17816/ptes26295.

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Desyatirikova, Elena N., Yu V. Khripunov, and Vladimir E. Mager. "Structural transformation of staff educational system for nanoindustry." In XVIII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region. Eco-vector, 2019. http://dx.doi.org/10.17816/ptes26300.

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de Lima, Luciana, Robson Carlos Loureiro, and Brena Collyer de Aguiar. "UNDERSTANDING THE USE OF DIGITAL RESOURCES IN THE PLANNING OF TEACHING PRACTICE: THE CASE OF UNDERGRADUATE STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0189.

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Reports on the topic "Educational planning and teaching practice"

Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.

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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.

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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.

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Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2662.

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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine. The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designing of the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.

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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.

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