Academic literature on the topic 'Literacy teaching processes'
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Journal articles on the topic "Literacy teaching processes"
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Karen F. Thomas, Mary Alice Barksda. "METACOGNITIVE PROCESSES: TEACHING STRATEGIES IN LITERACY EDUCATION COURSES." Reading Psychology 21, no. 1 (January 2000): 67–84. http://dx.doi.org/10.1080/027027100278356.
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Herrera Fernández, Valeria. "Literacy Teaching and Bilingualism in Visual Learning Processes. Contributions from Deaf Epistemologies." Educación y Educadores 17, no. 1 (April 1, 2014): 135–48. http://dx.doi.org/10.5294/edu.2014.17.1.7.
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Muthivhi, Azwihangwisi Edward. "Cultural-historical basis of literacy practices in TshiVenda-speaking South Africa’s primary classrooms." Outlines. Critical Practice Studies 15, no. 3 (December 31, 2014): 79–96. http://dx.doi.org/10.7146/ocps.v15i3.19862.
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The study examines literacy practices within TshiVenda-speaking Grade One classroom in rural South African primary schooling to uncover the evolving cultural-historical processes of classroom teaching and learning that regulate children’s learning and development, including reading acquisition.An experienced TshiVenda Grade One teacher was observed and subsequently interviewed on her approach to teaching reading.The analysis reveals complex multi-layered instructional practices which the teacher embodies and enacts in the ‘here and now’ of her schooling and literacy instruction; oscillating between two contradictory, historically-embedded approaches to literacy instruction.
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Christie, Michael J. "Literacy, Genocide and the Media." Aboriginal Child at School 22, no. 2 (August 1994): 44–47. http://dx.doi.org/10.1017/s0310582200006143.
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The structures of a traditional school curriculum, timetable, and teaching practices can, by their very nature, be destructive of Aboriginal identity and traditional Aboriginal education, even when, on the surface, the content of the school curriculum is Aboriginal. This article explores the idea that the processes of reading and writing and making books, movies and videos can also be very destructive of Aboriginal identity when these things are controlled by the imagination of white educators and media makers.
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Christie, Michael J. "Literacy, Genocide and the Media." Australian Journal of Indigenous Education 17, no. 5 (November 1989): 27–32. http://dx.doi.org/10.1017/s0310582200007100.
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The structures of a traditional school curriculum, time-table, and teaching practices can, by their very nature, be destructive of Aboriginal identity and traditional Aboriginal education, even when, on the surface, the content of the school curriculum is Aboriginal. This article explores the idea that the processes of reading and writing and making books, movies and videos can also be very destructive of Aboriginal identity when these things are controlled by the imagination of white educators and media makers.
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Witek, Donna, and Teresa Grettano. "Teaching metaliteracy: a new paradigm in action." Reference Services Review 42, no. 2 (June 3, 2014): 188–208. http://dx.doi.org/10.1108/rsr-07-2013-0035.
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Purpose – The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012). Design/methodology/approach – The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework. Findings – The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions. Research limitations/implications – Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners. Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole. Originality/value – Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.
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Adegbola, Funmi F., and Foluso F. Adeleke. "Literacy Curriculum Development for Basic Science and Management Science in Secondary Schools in Nigeria." European Journal of Education and Pedagogy 4, no. 1 (January 9, 2023): 15–20. http://dx.doi.org/10.24018/ejedu.2023.4.1.529.
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Curriculum development is an essential part of activities carried out for students in school, which cannot be overlooked. It is carried out to help students to cope with discoveries and other definite activities in their lives. Literacy curriculum development is all about acquiring skills, applied, practiced and socially situated for learning and teaching processes. The purpose of the study is to examine the concept of literacy curriculum development, the factors guiding literacy curriculum development and the importance of literacy curriculum development to education. Specifically, the study reviews studies that impact teaching and learning in schools, and the factors influencing literacy curriculum development. This study is significant because literacy curriculum development would influence qualitative standards in education in the country. It would also improve the confidence of students and teachers of Basic Science and Management Science. The conclusion drawn for the paper is that literacy in curriculum development should be seen as a major step, which would provide solution to educational problems by incorporating the new developments in the society. It would also contribute greatly to the effectiveness of teaching and learning in the classroom.
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Anggaira, Aria Septi, Suhono Suhono, Yeasy Agustina Sari, Nurul Aryanti, and Aldi Permana Putra. "Interactive English Teaching Materials Based on Digital Literacy of Millennial Muslims." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 26, 2022): 5969–78. http://dx.doi.org/10.35445/alishlah.v14i4.2156.
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Research that compiles interactive textbooks based on digital literacy for high school is still limited, especially based on Islamic literacy for Madrasah Aliyah Students. This research is the initial stage of a research development with 4D Models (Define, Design, Develop, and Disseminate) which aims to discover and analyze the needs of interactive teaching materials based on digital literacy of millennial Muslims in English subjects at Madrasah Aliyah. The subjects of this study were students of Islamic senior high schools (MAN) in Lampung Province, Islamic senior high school (MAN) 1 Kota Metro, Islamic senior high school (MAN) 1 Bandar Lampung, and Islamic senior high school (MAN) 1 Pringsewu. The number of respondents was 97 students. The research data were obtained through a questionnaire consisting of 16 questions which is the development of four indicators., namely: students' needs for content/topics based on digital literacy of millennial Muslims, student needs related to four language skills (listening, speaking, reading, and writing) that are Islamic and digitally taught, students' needs for Islamic learning activities/processes, and students' needs for learning evaluation. The results obtained an average of 80.9%. Thus, interactive teaching material based on the digital literacy of millennial Muslims is needed in English Learning at Madrasah AliyahInteractive Teaching Material, Digital Literacy Millennial Muslim Generation)
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Nuzzaci, Antonella. "The “Technological Good” in the Multiliteracies Processes of Teachers and Students." International Journal of Digital Literacy and Digital Competence 3, no. 3 (July 2012): 12–26. http://dx.doi.org/10.4018/jdldc.2012070102.
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This article focuses on the importance of media literacy and digital skills play in strengthening the cultural profiles of the population. In particular, it considers the “technological good” as an element that is part of a symbolic system of culture that can create new forms of “thin inequality.” In this sense, the contribution examines the relationship between new forms of literacy and media skills in an attempt to explore how technologies are transforming the traditional literacy of teachers and students, as well as of the rest of the population, and how this will lead to new ways of thinking, acting and being the teaching and learning. The heritage technological, individual, and social, reshapes the culture and its size, inducing the education, at all levels, to building curricular activities most appropriate to the needs of a knowledge society and the profile of the literate of the 20th century.
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Ulfa, Maria, Ahmad Lubab, and Yuni Arrifadah. "Melatih Literasi Matematis Siswa dengan Metode Naive Geometry." Jurnal Review Pembelajaran Matematika 2, no. 1 (June 26, 2017): 81–92. http://dx.doi.org/10.15642/jrpm.2017.2.1.81-92.
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The aim of this research is to measure mathematical literacy skills of a student after mathematics learning processes using naive geometry method on the quadratic equation. This research is using quantitative methods. This research was implemented at SMP Ulul Albab. The mathematical literacy skills obtained from observation and mathematics literacy tests which refer to the mathematics literacy indicator. The tests were given after a teaching and learning process using naive geometry while observation was done during the learning process. The results show that 22.73% students have high mathematical literacy skill, 68.18% students have intermediate mathematical literacy, and 9.09% students who have low math skills literacy.
Dissertations / Theses on the topic "Literacy teaching processes"
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James, Alison. "An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003501.
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This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
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McEune, Rhona I. H. "An exploration into the processes of adaptation and internalisation which influence teachers in their teaching of literacy : a comparison of English and Austrian pedagogy and practice." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341670.
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Langham, Karin. "Exploring Maori identity (Whakapapa) through textile processes : a visual arts program for year 11 students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1862.
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In 2007 the Curriculum Council of Western Australia (CCWA) introduced a new Visual Arts Course of Study (2007), which contains a postmodern perspective and is inclusive of social criticism, multiculturalism, feminism and non-Western art forms. In keeping with the new Visual Arts Course of Study in this Creative Visual Arts Project, I have used the CCWA course outcomes as a framework to develop a visual arts program that is a vehicle for exploring individual personal identity, and has the potential to increase self-esteem in students in Western Australian secondary schools.
The research stems from my personal view that students can benefit significantly from investigating their identity, enabling them to situate their self in a stronger position in their present day life-world when they have a more definite sense of who they are and where they come from. I have placed myself in the position of ‘the subject’ in order to transfer the process into a visual art program that can be utilised within the classroom. The visual arts program is underpinned by Efland’s expressive psychoanalytic model for aesthetic learning, which posits that art is self-expression, a form of learning that contributes to emotional growth. Visual art awakens intellectual inquiry in an individual, increases cognitive potential through enabling personal liberation, and is an adjunct to informing society and culture.
The research project culminates in an exegesis and an exhibition of artworks that communicate personal memories and significant historical events exclusive to my whakapapa (Maori genealogy). The artworks are a vehicle for exploring my individual self-identity, enabling me to connect more deeply with my Maori cultural roots. The research paradigm utilised is narrative inquiry, a process of collecting and structuring stories that is characteristic of the traditional Maori practice of storytelling. This project has resulted in a reinterpretation of the perception of myself within my personal life-world. I have a deeper understanding of my cross-cultural roots, a stronger sense of who I am, and a sense of empowerment. I believe Year 11 students can also achieve this outcome through the visual arts program, using it as a tool for investigating their own identity, challenging cultural, social and gender limitations that impact on them, and ultimately empowering their personal life-world.
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Lockwood, Jane. "Language programme training design and evaluation processes in Hong Kong workplaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244543.
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Silva, Danilo Saes Corrêa da. "Letramento estocástico: uma possível articulação entre os letramentos estatístico e probabilístico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21283.
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Danilo Saes Corrêa da Silva.pdf: 1860021 bytes, checksum: d63b0b3a3c442de33a36d490a793b1e4 (MD5)Made available in DSpace on 2018-07-27T13:30:57Z (GMT). No. of bitstreams: 1 Danilo Saes Corrêa da Silva.pdf: 1860021 bytes, checksum: d63b0b3a3c442de33a36d490a793b1e4 (MD5) Previous issue date: 2018-04-19
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The growing dissemination of news, driven by social networks, makes society need to be increasingly critical. And it is within this context that Statistical Education can play an important role in the formation of this society, since it is possible for this Education to facilitate the formation of a more critical society, since the Statistical and Probabilistic Literacy help in this framing. Our general objective is to analyze which elements of Statistical Letting and Probabilistic Literacy are worked with students of the sixth year of elementary school and study the possible articulation among them through activities that involve critical posture for data analysis. During our studies we indicate how points in agrément can promote a new Literacy, the Stochastic Letters. In order to analyze how these two Literacies interact and articulate with the students, we performed an activity, based on assumptions of Didactic Engineering, which consisted in the launching addicted dice and construction of graphs to verify the relative frequency associated with each of the faces, so as to aid in the learning of Frequency Probability. To verify the critical posture of the students were inserted in the activity some addicted dice, resulting in non-equiprobable launches. The results of the activity pointed to some points in common in the Statistical and Probabilistic Literacy, such as the importance of working on Statistics and Probability concomitantly, and the relevance of working with dice, which are elements of the students' familiarity, which are the context of the students, we also indicate some difficulties encountered, such as the absence of verification of non-equipotentiality
A crescente divulgação de notícias, impulsionada pelas redes sociais, faz com que a sociedade necessite ser cada vez mais crítica. E é dentro desse contexto que A Educação Estatística pode ter papel importante na formação dessa sociedade, visto que há a possibilidade dessa Educação facilitar na formação de uma sociedade mais crítica, já que os Letramentos Estatístico e Probabilístico auxiliam nessa construção. Nosso objetivo geral é analisar quais elementos do Letramento Estatístico e do Letramento Probabilístico são trabalhados com alunos do sexto ano do ensino fundamental e estudar a possível articulação entre eles por meio de atividades que envolvam postura crítica para análise de dados. Durante nossos estudos indicamos de que forma pontos consonantes podem promover um novo Letramento, o Letramento Estocástico. Para analisar a forma como esses dois Letramentos interagem e se articulam com os alunos, realizamos uma atividade, baseada em pressupostos da Engenharia Didática, que consistiu no lançamento de dados cúbicos e construção de gráficos para a verificação da frequência relativa associada à cada uma das faces, para assim auxiliar na aprendizagem da Probabilidade Frequentista. Para a verificação da postura crítica dos alunos foram inseridos na atividade alguns dados viciados, resultando em lançamentos não equiprováveis. Os resultados da atividade apontaram para alguns pontos em comum nos Letramentos Estatístico e Probabilístico, como a importância de se trabalhar a Estatística e a Probabilidade de forma concomitante, e a relevância de se trabalhar com dados, que são elementos do convívio dos alunos, aprimorando levantamentos que são do contexto dos estudantes, indicamos também algumas dificuldades encontradas, como a ausência da verificação da não-equiprobabilidade
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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.
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Domingues, Isa Mara Colombo Scarlati. "Desenvolvimento profissional de professoras alfabetizadoras em ambiente virtual de aprendizagem : contribuições de casos de ensino." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2299.
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Previous issue date: 2013-03-01Universidade Federal de Sao Carlos
The present study lies in discussions about teacher education and investigated the learning and teachers professional development by making use of teaching cases and case methods, while training tool and investigative processes driving reflective about the knowledge of teaching. The teaching cases are narratives of episodes usually extracted from real data and daily school experiences that give visibility to the teachers experiences, that when analyze them and build them, articulate and relive experiences, establishing relationships between theory and practice. The research and intervention process took place through the Teachers Portal - UFSCar in progress: "Casos de Ensino e Teorização de Práticas Pedagógicas - professores alfabetizadores [Cases of Teaching and Theorizing Pedagogical Practices - literacy teachers], the prospect of continued training of sixteen teachers in the same stage of elementary school (Early Years - 1st, 2nd and 3rd year), which act as literacy. To accomplishment this study, of qualitative approach, the research aimed to analyze episodes of the professional development process experienced by literacy teachers to make use of teaching cases in the virtual environment, while the possibility formative and investigative. Thus, were worked in cases depict events related to the daily lives of literacy. The achieved results in the research indicate the potential of teaching cases in / for learning and for professional development of teaching. In general, the strategies of analysis and preparation of teaching cases enabled knowledge related to the teaching and learning of language were explained and (re) assessed by literacy. The use of teaching cases and case methods allowed reflections if they were present and provided evidence of the doubts, certainties and contradictions that characterize and guide the professional practice of literacy. These results indicated that it is possible to highlight points deserve highlights and others who deserve to be reconsidered for future training and investigative processes with teaching cases.
O presente estudo se situa nas discussões sobre a formação de professores e investigou a aprendizagem e o desenvolvimento profissional de docentes ao fazerem uso de casos de ensino e de métodos de casos, enquanto ferramenta formativa e investigativa propulsora de processos reflexivos sobre os conhecimentos da docência. Os casos de ensino são narrativas de episódios extraídos geralmente de dados reais do cotidiano escolar e que dão visibilidade às vivências dos professores que, ao analisá los ou construí-los, articulam e revivem experiências, estabelecendo relações entre a teoria e a prática. O processo de pesquisa e intervenção realizou-se por meio do Portal do Professores UFSCar, no curso: Casos de Ensino e Teorização de Práticas Pedagógicas professores alfabetizadores , na perspectiva de formação continuada de dezesseis docentes da mesma etapa do Ensino Fundamental I (Anos Iniciais 1º, 2º e 3º ano), que atuam como alfabetizadoras. Para realização deste estudo, de abordagem qualitativa, a pesquisa teve como objetivo analisar episódios do processo de desenvolvimento profissional vivido por professoras alfabetizadoras ao fazerem uso dos casos de ensino, em ambiente virtual, enquanto possibilidade formativa e investigativa. Para tanto, foram trabalhados casos que retratavam eventos relacionados ao cotidiano das alfabetizadoras. Os resultados alcançados na pesquisa sinalizam a potencialidade dos casos de ensino na/para a aprendizagem e para o desenvolvimento profissional da docência. De modo geral, as estratégias de análise e elaboração de casos de ensino permitiram que conhecimentos referentes ao ensino e aprendizagem da linguagem fossem explicitados e (re)avaliados pelas alfabetizadoras. A utilização de casos de ensino e de métodos de casos permitiu que as reflexões se fizessem presentes e que evidenciassem as dúvidas, as certezas e as contradições que orientam e caracterizam a prática profissional das alfabetizadoras. Com esses resultados apontados é possível evidenciar pontos que merecem destaques e outros que merecem ser repensados para futuros processos formativos e investigativos com casos de ensino.
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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
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Serrell, Karen. "Finders Keepers: A Comparative Study Investigating Teaching The Florida Research Process Finds Model Through Three Different Approaches at the Elementary School Level." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3106.
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The children's taunt "Finders Keepers, Losers Weepers" gives new credence to the information search process at the elementary school level. Children keep what they find, claim it as their own, and accept information without discernment or critique. This study examines the effectiveness of teaching information literacy skills through three different approaches. The first curricular approach uses direct instruction to teach children how to do research using the Florida Research Process FINDS Model. The second approach pairs the FINDS Model with a unit of study that is related to classroom curriculum. The third approach examines the FINDS Model in conjunction with project learning, a constructivist model based on student interest. One hundred twenty- eight third grade students attending a public elementary school in Southwest Florida during the 2008-2009 school year participated in the study. A mixed-methods research approach was used to gather data. Quantitative data was collected with an information literacy pre and post test, and an anonymous media lessons" survey about student preferences. Qualitative data were gathered through a review of student work samples and student interviews. Statistically significant gains were found between the pre to post test scores for all three groups, however no statistically significant differences were found among groups. Although quantitative data did not reveal differences among the treatment groups, qualitative findings revealed that the group taught research skills through the connection to classroom curriculum approach performed better. Thus the findings of this study support existing research which proposes that the best practice for teaching research skills to young children is through a connection to classroom curriculum.Ed.D.
Department of Educational Studies
Education
Education EdD
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Starck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.
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Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.
Books on the topic "Literacy teaching processes"
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Library centers: Teaching information literacy, skills, and processes, K-6. Englewood, Colo: Libraries Unlimited, 1997.
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King, Fullerton Susan, ed. Teaching strategic processes in reading. 2nd ed. New York: The Guilford Press, 2012.
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Cuban, Sondra. Partners in literacy: Schools and libraries building communities through technology. New York: Teachers College, Columbia University, 2007.
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(Gregory), Robson G., ed. Success for all: Selecting appropriate learning stratigies. Calton, Vic: Curriculum Corporation, 2001.
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Roy-Singh, Raja. L'alphabétisation des adultes considérée comme processus d'éducation. Genève: Unesco, Bureau internationale d'éducation, 1990.
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Sykes, Judith Anne. Library Centers : Teaching Information Literacy, Skills, and Processes: Teaching Information Literacy, Skills, and Processes. ABC-CLIO, LLC, 1997.
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(Foreword), Gedeon O. Deak, and Kelly B. Cartwright (Editor), eds. Literacy Processes: Cognitive Flexibility in Learning and Teaching. The Guilford Press, 2008.
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B, Cartwright Kelly, ed. Literacy processes: Cognitive flexibility in learning and teaching. New York: Guilford Press, 2008.
Find full textBook chapters on the topic "Literacy teaching processes"
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Harris, Fleur. "WhĀnau Classroom "Lessons" Illuminate Bicultural and Bilingual Literacy Learning Processes for Maori Children." In Understanding Teaching and Learning, 225–38. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_16.
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Oades, Lindsay G., Lisa M. Baker, Jacqueline J. Francis, and Jessica A. Taylor. "Wellbeing Literacy and Positive Education." In The Palgrave Handbook of Positive Education, 325–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_13.
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AbstractWellbeing literacy is a capability involving the vocabulary and knowledge about wellbeing, and skills of communicating, via multimodal pathways, for the wellbeing of oneself and others, in a way that is context sensitive and intentional. Wellbeing literacy offers three key benefits. Firstly, it may orient our focus towards wellbeing capabilities and processes, allowing for measurement and consideration of factors enabling or blocking wellbeing development. Secondly, wellbeing literacy provides an avenue to integrate positive education into education systems, drawing on existing multimodal learning and teaching capacities and strengths, while addressing existing curriculum requirements. Thirdly, wellbeing literacy is contextually sensitive and applicable to individuals and the systems in which they exist. Importantly, wellbeing literacy may provide the essential conduit between wellbeing interventions and wellbeing outcomes, and thereby be a necessary component for creating and sustaining well lives, providing a common language to build wellbeing capabilities within schools and their communities.
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Morrow, Leeanne. "Beyond the Traditional: Academic Integrity in Canadian Librarianship." In Academic Integrity in Canada, 449–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_23.
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AbstractAcademic integrity and information literacy concepts are interwoven throughout academic processes. In Canada these are reflected in both secondary and postsecondary assessment environments. Academic librarians are well positioned within and beyond the academy to promote a culture of academic integrity to post-secondary and high school students. In 2008 authors Drinan and Bertram Gallant addressed the opportunity for librarians to take an active role in building a culture of integrity stating “The issue of plagiarism is one that cries out for the active participation of librarians not only in the academic integrity systems on their respective campuses, but also in the national and international academic integrity movement” (p. 137). The question is where are librarians in this movement in Canada? Beyond plagiarism, how far have librarians come in their involvement in academic integrity culture both on and off Canadian campuses? This chapter will look beyond the librarian's role in teaching information literacy and its principles in the classroom to further examine the inroads being made as an active partner with campus services and students in our communities. Connections between ACRL's six information literacy frames and academic integrity with a specific focus on “Scholarship as Conversation” and the role students' play in this process will be highlighted. Librarians have a pivotal role to play in moving the academic integrity conversation forward. Through their understanding of critical and ethical use of information they can be at the forefront of advocating for integrity in academic work and assisting in the success of students on and off campus.
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Bağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.
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AbstractDevelopments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content, education managers, educators, students, and parents, digital literacy, and social learning environments. A future remodeling of social learning processes, particularly the role of school, ecology, and models of learning is predicted. Education is expected to become a hybrid system composed of face-to-face and online learning processes paralleling one another, whereas teaching is predicted to take place over digital platforms through different modules and software programs. Evaluation, accreditation, and certification are fully expected to take place digitally. Schools will be reshaped with a functional mission in mind, paying special attention to behavior, ethics, consciousness, values, culture, civilization, history, art, and sports; the development of skills, socialization, group work, and teamwork; social and psychological development; and analytical thinking. Rather than engaging in theoretical discussions, this article will tackle the predomination of digitalization and the effect of online education policies and applications on social learning processes as well as the ecology of learning. This article will present solutions, analyzing these matters regarding their pedagogical as well as problematic dimensions.
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Artman, Margaret, and Erica Frisicaro-Pawlowski. "KNOWLEDGE PROCESSES AND PROGRAM PRACTICES." In Teaching Information Literacy and Writing Studies, 19–30. Purdue University Press, 2018. http://dx.doi.org/10.2307/j.ctv15wxpj8.6.
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Sørensen, Birgitte Holm, and Karin Tweddell Levinsen. "School in the Knowledge Society." In Digital Literacy, 959–75. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch049.
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Implementation of ICT in Danish and Nordic schools is gradually changing from an industrial to a knowledge society school paradigm. At the same time ICT, digital literacy and the school’s physical and social organization are constantly negotiated. In schools that proactively meet the challenges, new designs for teaching and learning emerge while teacher-student relations transform and the children and young people’s competencies are resources in the processes of learning. This chapter presents research based on the proactive schools and exemplifies possible outlines of the school, in the knowledge society. Finally, the findings are extrapolated into a vision of a future local global school in the knowledge society.
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"Caritas Processes and Caritas Literacy as a Teaching Guide for Enlightened Nurse Educators." In An Educator’s Guide to Humanizing Nursing Education. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826190093.0006.
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Knox, Jeremy, Tore Hoel, and Li Yuan. "From Principles to Processes." In Strategy, Policy, Practice, and Governance for AI in Higher Education Institutions, 101–25. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9247-2.ch005.
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This chapter reviews current trends in the development of artificial intelligence (AI) ethics in order to suggest two implications for the field of higher education research and practice. In recent years, a vast assortment of businesses, national and regional governments, supra-national organisations, NGOs, academic groups, standardisation organisations, and public interest bodies have sought to define ethical codes for the use of AI. Various research projects have analysed this terrain, often suggesting the convergence of universal and definitive principles. However, less attention has been given to an emerging area of research and practice related to the participative co-design of AI, involving ongoing processes of multi-stakeholder discussion, participation, and exchange. This chapter draws on this emerging work to suggest ways in which higher education might better approach ‘ethics by design', established around two key ideas: situating ethical issues within already existing social and historical contexts and formalising the teaching of critical data literacy.
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Marks, Andrew. "The Networked Pupil and the Vanishing Paper Trail." In Multiple Literacy and Science Education, 240–48. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch014.
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This chapter offers a theoretical discussion of the impact upon the processes of teaching and learning by the increasing predominance of ICT in the school scenario, and posits other future scenarios where the social realm of the classroom could disappear altogether. Questions are raised as to what the consequences of this could be, both for teachers and learners (as agents), but also for the notion of school science as an entity (and indeed the socio-structuralism of the school itself).
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Serna Dimas, Hector Manuel. "Writing and Young English Language Learners." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, 251–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6508-7.ch015.
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Bilingual education has been based on theories and research stemming from fields of linguistics, psychology, first and second language acquisition while the study of second language acquisition requires a change of paradigm that involves the social and cultural views of language and literacy learning. Within the context of this analysis, the paradigm in question includes the conception of literacy processes based on the ideas of identity, subjectivity, and agency. This study used classroom observations, open interviews, and students' documents to conceptualize the literacy processes of Spanish/English learners in a bilingual K-12 school in Colombia. The data of this study indicate that students have a sense of their identity as bilingual learners. It should be remarked that the variables of these concepts greatly depend on the school culture's official first and second agenda for literacy education, which often overlooks the facts on how students understand their circumstances of being bilingual and biliterate.
Conference papers on the topic "Literacy teaching processes"
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Gómez-Blancarte, Ana Luisa, and Rosa Daniela Chávez Aguilar. "The Intersection of Statistical Literacy, Reasoning, and Thinking." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8g2.
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Statistical literacy, reasoning, and thinking are three cognitive processes recognized as learning objectives for teaching statistics. Some researchers acknowledge that these processes share certain elements; however, it is not clear just what those shared elements are. In this article, we present the results of a study that allowed us to identify indicators associated with four big statistical ideas at the intersection of the three processes: data, representation, variability, and sampling. According to the literature, each idea is treated differently depending on the process. These four big ideas can be reference points around which we can move from one process to another, depending on how they are handled in teaching. These findings contribute to our understanding of the similarities and differences among concepts fundamental to achieving these three learning objectives.
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CÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.
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The changes the digital age brought in communicative practices produced under transmedia logic allow the structure of increasingly complex texts, produced by open, polyphonic, simultaneous, accelerated, and hybrid archenunciations, which expand into different genres, formats, languages , and media, determining new forms of production, reception, and circulation of content. New ethics and aesthetics shape cultural productions in all spheres, especially in the area of entertainment and the arts. Virtual reality, metaverses, among other modifications, demand new communicative skills and abilities – that is to say, a new literacy to the persons. In addition, the COVID-19 era inserted the processes and practices of professional training in the Internet's digital ecosystem, also demanding from its actors new interaction regimes with the educational practices that arise in this context. Digital platforms start to mediate the relationships of these actors with knowledge, configuring new ways of life for the learner. To identify the characteristics of the profile of these students and how they are relating to these emerging educational practices, we are developing a project entitled “Transmedia literacy in the era of education platform”, whose objective is to identify and analyze the produced and circulated transmedia literacy by students enrolled in professional training courses and inserted in educational practices mediated by digital technologies. We understand Transmedia Literacy as a communicative competence carried out in the universe of cultural and media convergence of the digital age, and as a theoretical-methodological proposal for research, teaching, and learning of transmedia communicative practices of reading, interpreting, producing, and disseminating texts. This proposal is based on transdisciplinary relationships from cross-relationships between the assumptions of the area of Social Communication, Linguistics, and discursive Semiotics. It is part of a context of cultural and transmedia convergence to which subjects migrate their social practices in an ever-accelerating manner. Assuming that literacy problems directly impact the teaching and learning processes of students in professional training processes, we propose to carry out a comparative study between the literacy skills of students in educational practices mediated by the digital platforms of formal education and their literacy daily life produced in the digital spaces through which they transit. We aim to identify the interaction regimes, types, and degrees of literacy and, therefore, the relationship of students with the knowledge offered by institutions. With Castells (2007), we consider that there is a great cultural and technological gap between today's youth and a school system that did not evolve along with society and the digital environment. Thus, it is intended that the results of this research have a direct impact on formal educational practices, offering data and a methodological proposal that allows institutions and professors to adapt their practices to the profile of their students, improving their relationship with the processes and practices of teaching and learning, thus ensuring excellence in the processes and practices of professional training in the areas of Art and Design.
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Krstic, Sladana, Sarah Manlove, and Sarah Richardson. "Teachers’ assessment literacy and design competence framework." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-8.
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The skills demonstrated by a proficient reader are not easy to untangle. Current research acknowledges that reading comprehension is a highly complex area of ability, one that needs to be understood as the coordination of several integrated processes. Using example test questions and data, this presentation explores how assessment can help us make sense of reading comprehension in a way that curricula and commonly used teaching strategies cannot. Assessment is evidence that informs us about the skills involved in the reading process, how they relate to each other, and how they develop in complexity. When assessment is understood in this way, as much more than a tool to compare a student’s ability with that of their peers, it can be used to identify the actual skills individual students are consolidating and which specific steps will help their development.
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González-Conde, Joan, Nuria Codina, Rafael Valenzuela, and Jose Vicente Pestana. "Critical analysis and digital literacy in learning social psychology." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5513.
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This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.
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Ifenthaler, Dirk, and Jane Yin-Kim Yau. "Supporting teaching staff through data Analytics: A Systematic Review." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0105.
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Higher education institutions and its stakeholders are just about to catch up with the rapid pace at which educational data are being generated. While recent learning analytics research and applications are mainly focused on learning, there is an increased awareness that data analytics may provide teaching staff with evidence-based insights for enhancing teaching processes. The aim of this systematic review is to gain a deeper understanding on how data analytics in the educational context may play a role in helping teaching staff to leverage their own teaching A total of N = 18,723 articles were located and screened resulting in a final sample N = 35 key publications. Findings indicate that empowering teachers with data from educational contexts may support pre-active, interactive, and post-active reflection phases of teaching. However, teaching staff are required to further develop their educational data literacy in order to avoid biased pedagogical decision-making.
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Relela, Mokgadi, and Lydia Mavuru. "LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.
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The goal of science education is emphatically positioned on promoting science literacy. The rationale is learners should not only learn about scientific knowledge and processes but also on how to apply the knowledge when making decisions about heterogenous societal and personal issues. Previous research has indicated that by addressing socioscientific issues (SSIs) when teaching controversial science topics, it provides a suitable context for developing scientific literacy in learners. Scientifically literate learners are well-informed citizens with regards to the social, ethical, economic, and political issues impacting on contemporary society. The theory of evolution is one such Life Sciences topic deeply embedded with SSIs. Teachers are conflicted when teaching this topic due to the controversy surrounding the theory as they view the teaching of evolution as a way of negating the legitimacy of their religious and cultural convictions. It is against this background that the study sought to answer the research question: How do Life Sciences teachers conceptualise socioscientific issues embedded in the topic evolution? In an explanatory mixed method approach, a questionnaire with both quantitative and qualitative questions was administered to 28 randomly selected grade 12 Life Sciences teachers. Data was analysed and descriptive statistics were obtained, and themes generated. The findings showed that all the participants were knowledgeable about the SSIs embedded in the topic evolution. In justifying their conceptions 61% of the teachers perceived SSIs as important in improving learners’ reasoning and argumentative skills; developing learners’ critical thinking skills; and in informing learners in decision making. There were however 11% of the teachers who pointed out that SSIs as too sensitive to deal with hence not suitable to teach young learners. Though the teachers were knowledgeable about the SSIs embedded in the theory of evolution, it does not mean that they could address them when teaching the various concepts of evolution. The main source of the controversy rose from the evolution of humankind versus the Christian belief in the six-day special creation. The participants (25%) indicated that evolution challenges peoples’ religious and cultural convictions, which conflicts both the teachers and learners to question or go against their religious beliefs. Several teachers pointed out that some of the concepts on evolution such as ‘living organisms share common ancestry (18%) and ‘the formation of new species from existing species’ (11%), undermine the superiority of human beings over other organisms. The findings have implications for both pre-and in-service teacher professional development.
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Caratozzolo, P., and A. Alvarez-Delgado. "EDUCATION 4.0 FRAMEWORK: ENRICHING ACTIVE LEARNING WITH VIRTUAL AND TECHNOLOGICAL TOOLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7160.
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At the beginning of 2020, many educators were still unclear what exactly it meant to design teaching-learning processes in the Fourth Industrial Revolution, “Education 4.0”. Despite this, and due to the Corona crisis, all institutions were dizzyingly pushed into partially known digital and technological environments, dragging teachers and students with them. In the field of higher education, the situation was doubly challenging: there were still deep misunderstandings about how to improve the cognitive abilities of Generation Z students, and serious confusion about the fact that technological tools -even advanced- can hardly replace an entire cognitive theory. The present work is a study on the effectiveness of the Active Learning approach in STEAM (Science, Technology, Engineering, Art and Mathematics); the didactic use of technological tools (including screencasting and podcasting) and, the design of innovative strategies to enhance the development of the skills declared in the Education 4.0 Framework: global citizenship, innovation and creativity, digital literacy and interpersonal awareness. The methodology used was quantitative-experimental with a 4-group Solomon design, involved more than 250 students and was developed over three years, including the two semesters of 2020 (fully online environments). The use of VALUE rubrics (Valid Assessment of Learning in Undergraduate Education) allowed the obtaining of conclusive results: (i) the importance of a correct diagnosis of the development of digital literacy skills to promote the formation of metacognitive awareness; (ii) the impact of the design and implementation of adequate cognitive tools in the quality of the learning outcomes; and (iii) the relevance of the dosed use of technological tools in each stage of a 2D learning taxonomy (cognitive process dimension / orthogonal knowledge dimension). Keywords: Critical Thinking, Creativity, Higher Education, Educational Innovation
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Robayo-Laz, Galo, and Janio Jadán-Guerrero -. "A prospective view of Virtual Education in Autonomous Decentralized Governments: a case study of Honorable Provincial Government of Tungurahua." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001106.
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Governments distribute resources according to their strategic planning to develop studies in a variety of competence areas. Therefore, due to the COVID-19 pan-demic, the need to establish citizen participation processes through training has increased, however it cannot be carried out in a complete face-to-face way due to the pandemic. In this context, the use of innovative technological tools is necessary to establish teaching-learning processes. The Honorable Provincial Government of Tungurahua through its Citizen Training Center has implemented an educational platform to provide training services in order to encourage Tungurahua citizen participation, located in the central region of Ecuador that has nine prov-inces and has a population of 590,600 people. By introducing innovative training processes using technology, this study attempts to solve the need for virtual training and also seeks citizen participation to strengthen and maintain training ser-vices during the pandemic. 422 people participated in this study, of which 67.54% belonged to the female gender and 32.46% to the male gender, from this total 70.14% had university education. In order to collect information about people’s training needs, an online 15 questions survey was conducted. These results made it possible to establish that 90% of the participants have an interest in digital literacy processes as well as in a variety of interesting topics that would allow them to increase their knowledge. Finally, a proposal was designed to implement the virtual environment using Moodle. The online environment was designed be-tween the months of March and September 2020 and allowed the development of ten virtual training processes with the participation of 1,817 people, of which 47% were women and 53% men. In addition, it was found that 74% of the participants were residents and 26% were rural residents. In addition, their age ranged between 18 and 29 years, which represents 76% of the total participants.
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Dragić, Želimir, and Mile Ilić. "LITERARY TEXT RECEPTION IN DEVELOPING TEACHING AND LEVEL OF MORAL DEVELOPMENT OF YOUNGER SCHOOL AGE STUDENTS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.281d.
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The processes and outcomes of literary text reception are determined by the flows and methodical specificities of the traditional and innovative-developing teaching system. Increased intensity of literary text reception can be achieved in the models of developing teaching at a younger school age. Starting from the premises of the reception theory, the theory of innovative-developing teaching and the findings of tangent research, transferable theoretical foundations of literary reception and literary text reception microplans were developed in the models of developing classroom teaching (different complexity levels interactive teaching ‒ DCLIT and responsible teaching ‒ RT). During the one-year experimental-methodical programme, elementary school fifth grade students were adopting literary-artistic texts in the context of one innovative-developing model of classroom teaching (different complexity levels teaching ‒ E1 or responsible teaching – E2), and in the regular teaching of literature. On average, students in the experimental groups (E1 and E2) achieved generally statistically significantly higher scores during the final evaluation of the knowledge of moral qualities and knowledge of human personalities than the students in the control groups (K1 and K2). The obtained findings of the experimental-methodical research can be a significant contribution to the advancement of work on literary text in the teaching practice.
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Lotorev, Evgeniy. "HUMAN RIGHTS IN THE SISTEM OF CONSTITUTIONAL VAUES." In Development of legal systems in Russia and foreign countries: problems of theory and practices. ru: Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02090-6-0-100-109.
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The relevance of the problem under study is due to issues arising in connection with the low level of legal literacy of the population of the Russian Federation. Using the term “population”, the author combines in it both citizens and foreign citizens, as well as stateless persons, since the main migration flows to Russia are directed from neighboring countries, where established legal orders also did not have time to form and the attitude to Law is characterized by the denial of its key role. in the regulation of social processes. In this regard, this article is aimed at a comprehensive analysis of human rights in the system of constitutional values. The leading approach to the study of this problem is the general philosophical dialectical method, which makes it possible to define human rights as one of the most important values of all mankind and to correlate the problems of teaching human rights in the context of globalization and socio-cultural integration with the formation of individual autonomy, the recognition of the sovereign nature of its rights as an inevitable factor in international communication. The article summarizes the problematic points associated with the need to establish a relationship between the right to education and the idea of human rights, without which the true socialization of the individual and the full-fledged process of education in modern Russia are impossible, as well as a doctrinal approach to the subject under consideration.
Reports on the topic "Literacy teaching processes"
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 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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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.
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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.