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Journal articles on the topic 'Teachers' thinking and practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Teuscher, Dawn, J. Matt Switzer, and Tyler Morwood. "Unpacking the Practice of Probing Student Thinking." Mathematics Teacher Educator 5, no. 1 (2016): 47–64. http://dx.doi.org/10.5951/mathteaceduc.5.1.0047.

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Researchers have called on teacher educators to break down complex teaching practices to assist preservice teachers in learning these practices. In this article, we unpack the practice of probing student thinking while providing evidence that as sophisticated users of various teaching practices, mathematics teacher educators may be unaware of preservice teachers' varied and naïve images and understandings of teaching practices.

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Mohd Jelani, Nurul Syazana, Siti Suria Salim, and Zeinab Zaremohzzabieh. "TEACHERS SHAPE SECONDARY SCHOOL STUDENTS' BEHAVIOURS THROUGH THE USE OF LEARNING THEORIES: THE CASE OF MALAYSIA." International Journal of Education, Psychology and Counseling 6, no. 42 (2021): 30–39. http://dx.doi.org/10.35631//ijepc.642003.

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The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that whil

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Bako, Aliyu. "Critical Thinking Skills of Physics Teachers for Inquiry Based Learning Practices." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 486–96. http://dx.doi.org/10.37200/ijpr/v24i5/pr201713.

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Jamil, Hazri, Rohani Arbaa, and Mohamad Zohir Ahmad. "Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills." Journal of Education and Learning 6, no. 2 (2016): 25. http://dx.doi.org/10.5539/jel.v6n2p25.

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This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disci

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Ansori, Muhammad, Joko Nurkamto, and Suparno Suparno. "Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (2019): 541–55. http://dx.doi.org/10.34050/els-jish.v2i4.8164.

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Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a

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Qayyum, Abdul, Sidra Rizwan, and Nasir Mahmood. "PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES." Humanities & Social Sciences Reviews 9, no. 3 (2021): 372–283. http://dx.doi.org/10.18510/hssr.2021.9338.

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Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan. Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data. Main Findings: The results revealed that the teachers in (TSPT-I) preferred us

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SEDHU, DALJEET SINGH, SIEW CHEE CHOY, and JOANNE SAU CHING YIM. "PRE-SERVICE TEACHERS’ REFLECTIVE PRACTICES: A MALAYSIAN PERSPECTIVE." Asia Proceedings of Social Sciences 5, no. 1 (2019): 19–23. http://dx.doi.org/10.31580/apss.v5i1.1069.

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This study aimed to explore the use of reflective thinking practices incorporated into classroom teaching by pre-service teachers (PSTs). Firstly, this study investigated the reflective thinking practices used by PSTs to analyse their teaching strategies and approaches in the classroom. Secondly, this study explored the ways PSTs use reflective thinking to analyse their teaching practice. The qualitative method employing semi-structured interviews was used in this study. A sample of 11 female final year PSTs enrolled in Bachelor of Education programmes in a Malaysian university, who had just c

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Choy, S. Chee, Judith Dinham, Joanne Sau-Ching Yim, and Paul Williams. "Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia and Australia." Australian Journal of Teacher Education 46, no. 2 (2021): 1–15. http://dx.doi.org/10.14221/ajte.2021v46n2.1.

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Reflective practices are considered an important part of a pre-service teachers’ (PSTs) professional learning experiences. However, there has been much criticisms on its efficacy as a learning tool for teacher professional development. This paper will relate a study that was designed to compare reflective teaching practices in two culturally different countries, namely Malaysia and Australia. These two countries were chosen as they offered an opportunity to study differences in reflective thinking practices from an Asian and a Western cultural perspective among PSTs. The study used a framework

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Rieger, Alicja, Barbara J. Radcliffe, and Gina M. Doepker. "Practices for Developing Reflective Thinking Skills Among Teachers." Kappa Delta Pi Record 49, no. 4 (2013): 184–89. http://dx.doi.org/10.1080/00228958.2013.845510.

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Elias, Habibah, Yueh Jiuan Tee, Rahil Mahyuddin, and Jegak Uli. "Reflective Thinking Practices among Secondary School Mathematics Teachers." International Journal of the Humanities: Annual Review 6, no. 2 (2008): 145–50. http://dx.doi.org/10.18848/1447-9508/cgp/v06i02/42373.

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Lockwood, Elise, and Eric Weber. "Ways of Thinking and Mathematical Practices." Mathematics Teacher 108, no. 6 (2015): 461–65. http://dx.doi.org/10.5951/mathteacher.108.6.0461.

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The authors consider the Common Core State Standards for Mathematics (CCSSM) standards for content and practice through the lens of Harel's (2008a) Duality Principle to help empower teachers as they interpret and implement the CCSSM.

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Kennedy, Mary M. "Reform Ideals and Teachers' Practical Intentions." education policy analysis archives 12 (April 7, 2004): 13. http://dx.doi.org/10.14507/epaa.v12n13.2004.

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Reformers have been trying for decades to alter the fundamental character of classroom instruction in the United States, but have repeatedly been unsuccessful in fostering significant change in teaching practice. Several hypotheses have been put forward to account for this problem–that teachers lack sufficient knowledge (hence we need more professional development), that they lack sufficient will (hence we need accountability systems) or that they disagree with reform ideals or find other agendas to be more compelling in their classrooms. This paper addresses the third hypothesis by trying to

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Skyhar, Candy. "Thinking Outside the Box." Theory & Practice in Rural Education 10, no. 1 (2020): 42–72. http://dx.doi.org/10.3776/tpre.2020.v10n1p42-72.

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Despite the fact that they are all unique, rural school districts/divisions (in Canada and elsewhere) face similar challenges when it comes to providing effective professional development (PD) for teachers. Issues related to funding, geography, staffing, and contextual differences impact the availability of PD opportunities for educators in rural contexts; however, rural school divisions possess many strengths from which solutions to these challenges might be fashioned. The question of how rural divisions might construct local teacher PD models that draw on local strengths, mitigate local chal

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Huang, Chiu-Hua, Fin-Land Cheng, and Ching-Yueh Teng. "TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN." Problems of Education in the 21st Century 78, no. 6A (2020): 1081–95. http://dx.doi.org/10.33225/pec/20.78.1081.

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The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers’ teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid

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Aldahmash, Abdulwali H., Saeed M. Alshmrani, and Abdo N. Almufti. "Secondary School Science Teachers’ Views about Their Reflective Practices." Journal of Teacher Education for Sustainability 19, no. 1 (2017): 43–53. http://dx.doi.org/10.1515/jtes-2017-0003.

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AbstractThe importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities. The aim of the present research was to investigate teachers’ views about the nature of their experiences with reflective practices and reflective teaching. A survey consisted of three

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Saito, Hiroko. "Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners." TESL Canada Journal 11, no. 2 (1994): 46. http://dx.doi.org/10.18806/tesl.v11i2.633.

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The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In ad

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Celani, Maria Antonieta Alba, and Heloisa Collins. "Critical thinking in reflective sessions and in online interactions." AILA Review 18 (December 31, 2005): 41–57. http://dx.doi.org/10.1075/aila.18.05cel.

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This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be constructed. The paper gives a detailed account of how teachers deal with central issues in face to face reflective sessions and online interactive discussions and shows the results of a pilot intervention aiming at helping teachers develop more reflec

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Dilekli, Yalçın, and Erdoğan Tezci. "The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles." Thinking Skills and Creativity 21 (September 2016): 144–51. http://dx.doi.org/10.1016/j.tsc.2016.06.001.

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Moisan, Sabrina, Sivane Hirsch, and Geneviève Audet. "Holocaust Education in Quebec: Teachers’ Positioning and Practices." Articles / Les articles 50, no. 2-3 (2016): 247–68. http://dx.doi.org/10.7202/1036432ar.

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Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers choose to teach about it when it is not compulsory? And how do they do this? Which resources do they use? What content is their teaching based on? This case study focuses on three high school history teachers in Quebec and explores their educational ob

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Wijaya, Ariyadi, Heri Retnawati, Wahyu Setyaningrum, Kazuhiro Aoyama, and Sugiman Sugiman. "DIAGNOSING STUDENTS’ LEARNING DIFFICULTIES IN THE EYES OF INDONESIAN MATHEMATICS TEACHERS." Journal on Mathematics Education 10, no. 3 (2019): 357–64. http://dx.doi.org/10.22342/jme.10.3.7798.357-364.

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Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. T

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Almuntasheri, Saeed. "SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY." Problems of Education in the 21st Century 74, no. 1 (2016): 6–15. http://dx.doi.org/10.33225/pec/16.74.06.

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Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry i

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Saleem Masadeh, Thouqan. "Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners." International Journal of Asian Education 2, no. 2 (2021): 153–66. http://dx.doi.org/10.46966/ijae.v2i2.173.

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Development of students' creativity has been a prerequisite for the survival in this fast-changing technological age. Enhancement of learners' higher-order thinking skills should be the main concern of education systems around the world. Therefore, the present study aims to survey EFL teachers' knowledge about creative thinking, the activities they practice to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting EFL learners' creativity. Moreover, it aims to check if there are significant differ

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Baghoussi, Meriem. "Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality." Arab World English Journal 12, no. 3 (2021): 97–110. http://dx.doi.org/10.24093/awej/vol12no3.7.

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The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, t

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Liu, Peng, and Qi Xiu. "Teacher Professional Collaboration in China: Practices and Issues." Beijing International Review of Education 1, no. 1 (2019): 162–78. http://dx.doi.org/10.1163/25902547-00101012.

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Fostering higher-order thinking skills of students is important aim for 21st century education. Teachers, as important elements in a positive learning environment, are the key to high quality education. As for the importance of teacher professional collaboration in teacher development, Hargreaves and Fullan (2012) pointed out that teachers’ professional collaboration will benefit not only students but also the whole school community, and even society at large. In Chinese context, the Ministry of Education of the People’s Republic of China (2010) issued a policy in 2010 promoting teacher profes

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Brekhunets, Anatolii. "The Formation of Professional Thinking for Future Technology Teachers." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 25–39. http://dx.doi.org/10.31470/2415-3729-2019-10-25-39.

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The article discusses the problem of the formation of the future Technology teachers’ professional thinking. The concept of «professional thinking of the Technology teacher» is clarified, which is considered as the features of the teacher’s thinking, letting him/her perform professional and pedagogical tasks successfully at a high level of mastery: quickly, accurately solve both the ordinary and extraordinary tasks of teaching and upbringing students in an original way. It has been established that the professional training of Technology teachers is a multi-faceted and time-consuming process.

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Al Thani, Tamader Jassim. "Investigating Teachers’ Practices of Creative thinking Skills in Qatari Preschools." International Journal of Learning: Annual Review 17, no. 5 (2010): 221–30. http://dx.doi.org/10.18848/1447-9494/cgp/v17i05/47041.

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Gordon, Marshall. "Counterintuitive Instances Encourage Mathematical Thinking." Mathematics Teacher 84, no. 7 (1991): 511–15. http://dx.doi.org/10.5951/mt.84.7.0511.

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Intuition, experience, and reason are the primary modalities through which human beings make sense of their environment and gain knowledge. Our intuition, which senses a situation immediately, has considerable weight, of course, with regard to what we believe (Fishbein 1979) and so deserves the attention of teachers and textbook writers involved with mathematics education. The use of intuition in instruction includes presenting mathematics examples that are counterintuitive. For not only do instances that run counter to intuition gain students' attention because of the disequilibrium experienc

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Osei, Ernest, Dominic Kwaku Danso Mensah, and Judith Bampo. "Teachers’ And Student Teachers’ Perspectives On Reflective Practices In Teaching And Learning In Public Basic Schools In The Gomoa East District Of The Central Region Of Ghana." Advances in Social Sciences Research Journal 7, no. 10 (2020): 397–412. http://dx.doi.org/10.14738/assrj.710.9237.

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The purpose of the study was to explore teachers’ and student teachers’ perspective on reflective practices in teaching and learning in public basic schools in the Gomoa East District of the Central Region of Ghana. The study adopted sequential explanatory design. The study employed the theory of John Dewey (1932) as its theoretical framework. The study employed sequential explanatory design. The population was made up of teachers and student teachers in the Gomoa East District. The study used purposive and simple random sampling procedures to select student teachers and teachers respectively.

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Thomson, Margareta M., and Jeannine E. Turner. "The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program." Education Research International 2019 (January 21, 2019): 1–12. http://dx.doi.org/10.1155/2019/5856793.

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The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions ab

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Abdullah, Norazilawati, Zainun Mustafa, Mahizer Hamzah, et al. "Primary School Science Teachers’ Creativity and Practice in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 346–64. http://dx.doi.org/10.26803/ijlter.20.7.19.

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Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity

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Muliyah, Pipit, and Agnira Rekha. "High Order Thinking Skills Teaching Innovation: An Analysis onEnglish Teachers’ Understanding and Practices." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (2020): 178. http://dx.doi.org/10.31002/metathesis.v4i2.2067.

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<p>The aim of the research was to investigate English teachers’ understanding and its practices in teaching HOTS. This research was conducted from October to November 2019 involved 20 English teachers from state and private school in Majenang and its surroundings. Data about teachers’ understanding was obtained by interviewing the teachers. Meanwhile, the data about its practices was obtained from observation and supervision document from the school principal and supervisor. The result showed that most of English teachers that participated in this research was not clear enough about HOTS

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Iringan, Emolyn M. "Instructional Practices of Teachers in Integrating Critical Thinking and Problem Solving Skills in Mathematics Instruction." Journal of Education, Teaching and Social Studies 3, no. 1 (2020): p28. http://dx.doi.org/10.22158/jetss.v3n1p28.

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This qualitative research aimed to document the instructional practices, problems encountered, and suggestions offered by mathematics teachers in integrating critical thinking through problem-solving. To obtain the data, series of Focus Group Discussions (FGD) were conducted with seven (7) mathematics teachers and sixty (60) students in the Senior High School. Through the thematic analysis, four key themes were derived to present teachers’ teaching practices, problems encountered, and suggestions to intensify critical thinking promotion through problem-solving tasks. A Proposed Enhancement Pla

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Foong, Lydia, Mariani Binti, and Andrea Nolan. "Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum." Australasian Journal of Early Childhood 43, no. 1 (2018): 43–51. http://dx.doi.org/10.23965/ajec.43.1.05.

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THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, the

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Reinsfield, Elizabeth. "Time to Re-Conceptualize the Role of Secondary Schools in New Zealand." International Journal of Adult Education and Technology 11, no. 2 (2020): 40–56. http://dx.doi.org/10.4018/ijaet.2020040104.

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Technology education in New Zealand has evolved from a subject with technical beginnings, to be a learning area with the potential to develop the types of knowledge and capabilities that students are likely to need in a technologically mediated future. The recent review of the technology education curriculum, and proposed changes for our schooling assessment framework, presents opportunities for teachers to develop or embed their curriculum practices. This article reports on findings from an interpretivist, qualitative study, which considered secondary technology education teachers' perception

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Gentry, Ruben. "Implementing Promising Practices To Prepare Quality Teacher Educators." Journal of College Teaching & Learning (TLC) 9, no. 3 (2012): 179. http://dx.doi.org/10.19030/tlc.v9i3.7083.

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The United States does more than just talk; it invests a lot of money in public education. While students are the major focus of concern, teachers are a mainstay in the enterprise. In 2002, the U.S. invested $192 billion in teacher pay and benefits. More than 50% of all dollars allocated by the government for education is paid in salaries for teachers, yet there is little research to guide decisions as whom to hire, retain, and promote (Rice, 2003). However, the general consensus is that under good teachers, students get a good education, and under poor teachers, students get a poor education.

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Ubaque, Diego Fernando, and Harold Castaneda-Pena. "Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case." International Education Studies 10, no. 3 (2017): 35. http://dx.doi.org/10.5539/ies.v10n3p35.

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This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This study sheds light on different institutional practices that, grounded on a community of practice, reinforce research as an inquiry process and as an opportunity for professional and institutional development. Additionally, the study also addresses issues

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Dong, Lianchun, David Clarke, Yiming Cao, Lidong Wang, and Wee Seah. "Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers." Sustainability 11, no. 1 (2018): 139. http://dx.doi.org/10.3390/su11010139.

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This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not o

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Webel, Corey, and Kimberly Anne Conner. "Using Simulated Teaching Experiences to Perturb Preservice Teachers' Mathematics Questioning Practices." Mathematics Teacher Educator 6, no. 1 (2017): 9–26. http://dx.doi.org/10.5951/mathteaceduc.6.1.0009.

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In this article, we report on efforts to develop a set of Web-based teaching simulations within the LessonSketch platform to support shifts in how preservice elementary teachers (PSTs) enact and evaluate their questioning practices in response to specific examples of students' mathematical thinking. The simulations included storyboard depictions of classroom situations, along with prompts for the PSTs to first analyze mathematical thinking and then construct, select, and analyze the effects of possible teacher questions. Participants included 54 PSTs across 5 sections of a mathematics content/

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Bailey, Gillian. "Accountability and the rise of “play safe” pedagogical practices." Education + Training 56, no. 7 (2014): 663–74. http://dx.doi.org/10.1108/et-07-2014-0081.

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Purpose – The purpose of this paper is to examine how the culture of teacher accountability has been intensified in further education (FE) under neo-liberalist policy, with the result that the student-teacher relationship has shifted to one of supplier-consumer. The paper focuses on the impact which this shift has had on teachers’ pedagogical practice and employment prospects. Design/methodology/approach – The paper draws on data gathered during a three-year ethnographic study which focused on the experiences of trainee and newly qualified teachers working in the FE sector. The data were gener

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Haryani, E., W. W. Coben, B. A.-S. Pleasants, and M. K. Fetters. "Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms." Jurnal Pendidikan IPA Indonesia 10, no. 1 (2021): 92–102. http://dx.doi.org/10.15294/jpii.v10i1.27084.

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The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving,

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Meihami, Hussein. "Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher." Pedagogika 135, no. 3 (2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.

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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skil

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Driana, Elin, and Ernawati Ernawati. "TEACHERS' UNDERSTANDING AND PRACTICES IN ASSESSING HIGHER ORDER THINKING SKILLS AT PRIMARY SCHOOLS." ACITYA Journal of Teaching & Education 1, no. 2 (2019): 110–18. http://dx.doi.org/10.30650/ajte.v1i2.233.

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The aim of this research was to explore primary school teachers’ understanding about higher order thinking skills (HOTS), its implementation in classroom assessments, and the quality of the HOTS assessment instrument constructed by the teachers. This qualitative research that was conducted from August to December 2018 involved 10 public and private primary school teachers in Jakarta and it is surrounding areas. Data about the teachers’ understanding of HOTS and how teachers applied the assessment of HOTS were obtained through semi-structured interviews. Meanwhile, the quality of the HOTS asses

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Taguchi, Hillevi Lenz. "Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities regarding Subjectivity and Feminism." Contemporary Issues in Early Childhood 6, no. 3 (2005): 244–55. http://dx.doi.org/10.2304/ciec.2005.6.3.5.

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This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal, such as subjectivities, voice and experience. These are theorized, problematized and troubled in relation to concepts of power, resistance and emancipation. The article questions the possibility of ‘getting outside’ of the regulatory regimes of power pro

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Mandt, Hege Marie Poulaki. "Negotiating Identity Within Diverse Educational Ideologies." Journal of Research in Mathematics Education 10, no. 2 (2021): 213. http://dx.doi.org/10.17583/redimat.2021.6194.

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We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves a

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Hodge, Lynn Liao, and Ashley Walther. "Building a Discourse Community: Initial Practices." Mathematics Teaching in the Middle School 22, no. 7 (2017): 430–37. http://dx.doi.org/10.5951/mathteacmiddscho.22.7.0430.

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Although it is not a new idea, discourse continues to be a topic of discussion among teachers, teacher educators, and researchers in mathematics education. NCTM (1989; 2000) and the Common Core State Standards for Mathematics (CCSSM 2010) describe mathematics classrooms as discourse communities in which whole-class discussions give students opportunities to share their thinking. In such discourse communities, different problem-solving approaches become explicit topics of conversation that can challenge, extend, and support all students' understanding. Further, opportunities to engage in discou

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Monte-Sano, Chauncey. "Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices." American Educational Research Journal 45, no. 4 (2008): 1045–79. http://dx.doi.org/10.3102/0002831208319733.

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This study explored the practices of two high school teachers of U.S. history and their students’ performance on evidence-based history essays over 7 months. Data include pre- and posttest essays, interviews, observations, teacher feedback, assignments, and readings. Qualitative and quantitative comparisons of 42 students’ work show that one class improved in writing evidence-based history essays whereas the other did not. Qualitative analyses of the teachers’ practices suggest that different opportunities to learn to read, write, and think historically are not equally valuable. In particular,

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Asare, Amoah Samuel. "Reflective Collaborative Practices: What Is the Teachers’ Thinking? A Ghana Case." Creative Education 03, no. 04 (2012): 448–56. http://dx.doi.org/10.4236/ce.2012.34069.

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Alsamadani, Hashem. "Creative Thinking Practices among Saudi English as a Foreign Language Teachers." British Journal of Education, Society & Behavioural Science 4, no. 6 (2014): 823–43. http://dx.doi.org/10.9734/bjesbs/2014/9165.

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Poce, Antonella, Francesca Amenduni, Maria Rosaria Re, and Carlo De Medio. "Automatic Assessment of University Teachers’ Critical Thinking Levels." International Journal of Advanced Corporate Learning (iJAC) 12, no. 3 (2019): 46. http://dx.doi.org/10.3991/ijac.v12i3.11259.

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<p class="0abstract"><span lang="EN-US">The present work describes the structure of a pilot study which was addressed to test a tool developed to automatically assess Critical Thinking - CT Levels through language analysis techniques. Starting from Wikipedia database and lexical analysis procedures based on n-grams, a new approach aimed at the automatic assessment of the open-ended questions, where CT can be detected, is proposed. Automatic assessment is focused on four CT macro-indicators : basic language skills, relevance, importance and novelty. The pilot study was carried out t

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Cassum, Shanaz Hussein, and Raisa Begum Gul. "Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking." International Journal of Higher Education 6, no. 1 (2016): 101. http://dx.doi.org/10.5430/ijhe.v6n1p101.

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Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers (Distler, 2007; Shiau & Chen, 2008; Worell & Profetto-McGrath, 2007). When students are actively engaged in their learning, and classrooms have an enabling environment, critical thinking is promoted. Teachers must reflect upon their teaching pedagogy when students do not

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