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Добірка наукової літератури з теми "Teacher groups"

Автор: Grafiati

Опубліковано: 8 лютого 2025

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Статті в журналах з теми "Teacher groups"

Cravens, Xiu, Timothy A. Drake, Ellen Goldring, and Patrick Schuermann. "Teacher peer excellence groups (TPEGs)." Journal of Educational Administration 55, no. 5 (August 7, 2017): 526–51. http://dx.doi.org/10.1108/jea-08-2016-0095.

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Purpose The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes. Design/methodology/approach Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted. Findings The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics. Social implications The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching. Originality/value The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

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Oliphant, Katrina. "Teacher Development Groups: Growth Through Cooperation." Íkala, Revista de Lenguaje y Cultura 1, no. 1-2 (March 17, 1996): 67–86. http://dx.doi.org/10.17533/udea.ikala.8035.

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As a student working towards a Master's Degree in ESL, I often ponder the career choices that will be available to me upon completion of the program. Having made the commitment to professional development implicit in my decision to return to university, I hope to find a postion in an EFL setting that will nurture my desire for continued growth as a teacher. But how realistic is that prospect? My experience has shown me that many of the private language schools abroad are indifferent to teacher development; in fact, they often hire teachers with no qualifications. Profit, rather than the quality of teaching guides their decision-making. As long as their students continue to accept unqualified (and thus low-paid) teachers, they will have no motivation to hire professionals who will demand higher salaries. Even many of the more serious teaching institutions provide little or no in-service training How to reference this article: Oliphant, K. (1997). Teacher Development Groups: Growth Through Cooperation. Íkala, Revista de Lenguaje y Cultura, 1, 1(1-2). 67-86.

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Brinia, Vasiliki, Georgia Papadopoulou, and Paraskevi Psoni. "The creation and the dynamics of informal groups." International Journal of Educational Management 34, no. 4 (December 13, 2019): 750–66. http://dx.doi.org/10.1108/ijem-09-2019-0340.

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Purpose The purpose of this paper is to investigate the way informal groups rise and operate in the Teacher Association in a Secondary Vocational School Unit in Greece. More specifically, the way the role of the head teacher, the school culture and teachers’ emotional intelligence impacts these groups is investigated. Design/methodology/approach Qualitative research through in-depth interviews with teachers and the head teacher as well as the researchers’ participatory observation has been conducted, in order to support the selected method of the case-study. Findings The findings showed how both positive and negative informal groups rise and function in the Teacher Association. The role of the head teacher emerges as a very significant factor that influences the emergence and the preservation of such groups. The school culture has a bidirectional relation with the existence and quality of informal groups. Emotional intelligence also plays an important role in forming informal groups and in the quality of actions of these groups. Originality/value This study covers a significant gap in the international literature of group dynamics in a Teacher Association and provides practitioners with valuable insights regarding the underexamined factors that lead to the formation, operation and preservation of informal groups, the study of which can lead to the development of sophisticated scales of measurement of these dynamics by future researchers.

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Van den Beemt, Antoine, and Emmy Vrieling. "Dimensions of social learning in teacher education." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 376–84. http://dx.doi.org/10.54337/nlc.v10.8895.

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Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ professional development. Research shows the importance of understanding the role and impact of informal social networks on teacher professional development. This paper describes a rich case study of student teachers, in-service teachers and teacher training educators collaborating in networks. Based on the ‘Dimensions of Social Learning (DSL)-Framework’ that includes 4 dimensions and 11 indicators of social learning, the present study observes and facilitates the social configuration of a learning group of primary (student) teachers and their educators. The purpose of the case study is 1) to translate the theoretical DSL-Framework into a form recognized by educational practice, and 2) find social configurations that support roles of (student) teachers in learning networks. The following research questions were formulated: 1) In what way can the DSL-Framework help to bring the group configuration into focus? 2) Which social configuration on dimensions and indicators supports student teachers’ role in a group together with teachers and educators? These questions are answered by video-recordings of group activities, reflective notes, the use of an online learning environment and semi-structured interviews. Data analyses were accompanied by an intervention with the purpose to translate the theoretical DSL-framework to a practice-based tool for evaluating and guiding learning networks. The research findings demonstrate that teacher groups can reflect on the learning group's social configuration by means of compiling an image with the DSL-framework. The resulting image allows teachers to analyse whether their group's configuration fits its learning goals, or that adjustments are required. In this way, professional development within teacher learning groups can be improved. Besides general recommendations for facilitating social learning in teacher groups, the study explicitly searches for ways to optimise student teachers’ role in a group of teacher experts.

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Jenlink, P. M. "TEACHER LEARNING IN STUDY GROUPS." Pedagogicheskiy Zhurnal Bashkortostana, no. 5 (2018): 42–60. http://dx.doi.org/10.21510/1817-3292-2018-5-42-60.

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Ferguson, Dianne L. "Magic for Teacher Work Groups." TEACHING Exceptional Children 27, no. 1 (September 1994): 42–47. http://dx.doi.org/10.1177/004005999402700106.

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Alam, Syah Khalif. "Efforts to increase the group of teacher competency through the teacher work groups in central bakung cimahi." P2M STKIP Siliwangi 5, no. 2 (November 30, 2018): 106. http://dx.doi.org/10.22460/p2m.v5i2p106-113.1061.

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EFFORTS TO INCREASE THE TEACHER'S GROUP TEACHER COMPETENCY THROUGH THE TEACHER WORK GROUPS IN CENTRAL BAKUNG CIMAHI Syah Khalif Alamradityaalief@gmail.comIKIP Siliwangi AbstractThis study aims to determine the implementation process and the results of teacher competency development in the group of teachers of the kindergarten cluster Bakung Cimahi Tengah. The formulation of the problem in this research is whether the teacher working group can improve the competence of kindergarten teacher group in Central Cimahi? And how the implementation process, the results of coaching, advantages, and disadvantages after the guidance of pedagogic competence of teachers in the cluster group of teachers Cilahi Tengah. The approach used in this research is qualitative approach with descriptive research method. The population in this research is in Cimahi Tengah lily group consisting of 29 teachers from 7 kindergarten schools. Based on the results of research that during the process of implementation of the working group of teachers still do not understand its role as a subject of learning. While the result of guidance pedagogic competence of teachers successfully implemented, the teacher showed an active, enthusiastic, and happy attitude during the learning took place. It can be concluded that improving the competence of teachers through teacher workgroups can experience a significant increase as when supervisors provide direction and guidance look more active and confident, and improve the competence of teachers through teacher work groups more effectively and better, teachers are more understanding and can doing activities well. Key Words: Teacher Competence, Early Childhood Education, Teacher Working Groups

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Post, Gina, and Stephanie Varoz. "Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers." Teaching Children Mathematics 14, no. 8 (April 2008): 472–78. http://dx.doi.org/10.5951/tcm.14.8.0472.

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Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).

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Arfiandhani, Puput. "Utilizing Facebook Groups in Teaching English as Foreign Language: Indonesian EFL Teachers’ Voices." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 53–60. http://dx.doi.org/10.22437/ijolte.v4i1.10197.

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In the era of 4.0, social media has become an integral part of everyday life, including for the purpose of teacher learning. One of the means of social media that has been used for enhancing teachers’ independent professionalism is Facebook Groups related with their teaching professions. The present qualitative study aims at (i) exploring English as A Foreign Language (EFL) teachers’ experiences in utilizing Facebook Groups for their teacher learning and (ii) finding out the benefits of teachers’ involvement in teaching-related Facebook Groups. In collecting the data for the present case study, in-depth interviews were done with two teachers, one novice teacher and one experienced teacher. The findings and discussions indicated that teachers use Facebook groups to enhance their professionalism, despite they tend to start refraining from utilizing the groups due to uncomfortable atmosphere that Facebook now offers. Additionally there are three benefits found of joining Facebook groups, namely their enriched information on content knowledge, knowledge of curriculum and knowledge of educational contexts. In the current time where teachers need to shift into distance learning in the timely fashion, whereas many subjects need to be comprehended quickly.

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Li, Shuang, Zhong Sun, and Liming Luo. "Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC." International Journal of Information and Education Technology 11, no. 4 (2021): 184–88. http://dx.doi.org/10.18178/ijiet.2021.11.4.1509.

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With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

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Дисертації з теми "Teacher groups"

Rowland, Elizabeth Fraser. "Teacher Study Groups: A Case Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277909/.

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The purpose of this qualitative study was to describe the operation and impact of teacher study groups at one school site throughout a school year. The study was exploratory in nature. The research questions focused on the major factors in the school's external and internal context that impacted the study groups, the typical behaviors and interactions of the study group participants, and the impact of the study groups on the participants, the curriculum, and instruction.

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Saavedra, Elizabeth Rose Marie Martinez. "Teacher transformation: Creating texts and contexts in study groups." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187100.

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This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.

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Simon, Flora Ann. "Efficacy Development in New Teacher Study Groups." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145392.

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This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention.The research reveals that power and authority over classroom decisions, lack of support from administration and frustration with autonomy of curriculum issues hindered the development of a positive teacher efficacy. When framed in a more positive light within a study group setting the changes to teacher efficacy enabled the study groupparticipants to be more proactive for their own personal and professional needs.Implications for supporting new teachers through opportunities to participate in a studygroup format are discussed. The result of this work is a contribution to the effects ofteacher efficacy and the power of collaboration in a study group setting for new teachers.

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Havelock, Bruce Geoffrey. "Using the internet to support teacher learning : technology, collaboration, and science in teacher practice /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7879.

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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).

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Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.

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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.

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Singleton, Brandon Kyle. "Mathematical Telling in the Context of Teacher Interventions with Collaborative Groups." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4137.

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Teacher telling is underrepresented in the mathematics education reform literature and deserves additional scrutiny. This case study examined a skilled teacher's telling practices during a university mathematics content course for pre-service elementary teachers. I identified telling practices through discourse analysis, attending to the presence of mathematics and the contribution of new structure or ideas from the teacher. The teacher utilized seven unique types of mathematical telling while supporting collaborative group work on tasks. The study identified subtle telling, implicit telling, and explicit telling. The results suggest that mathematical telling is an integral part of the teacher's role in inquiry-based instruction and should not be overlooked. Researchers can use the telling types to identify and describe telling practices more transparently. Practitioners can more consciously incorporate and discriminate between telling practices.

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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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Myles, David. "Teacher bias towards visible ethnic groups in special education referrals." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26889.

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Previous research has demonstrated that students from some visible ethnic minority groups may be discriminated against by teachers and policies of many school systems. This research has reviewed evidence indicating how Black, Mexican-American and Native Indian students are accorded differential treatment by teachers. Some of the research has shown how students from some cultural minority groups are at greater risk of being inappropriately referred or placed in special classes. This form of ethnic discrimination can be harmful to those cultural minority children who are removed from the regular class setting. This problem has not been adequately researched in Canada. Through the use of a researcher designed questionnaire, this thesis has reviewed teacher bias toward visible ethnic minority groups in special education referrals. The questionnaire consisted of nine questions regarding respondent characteristics, a fictitious case history of a grade five male student described as having some academic and behaviour problems, and nine response items regarding educational placement. The questionnaires were identical except for the brief reference to the ethnicity of the child described in the case study. The child was described as either Native Indian, Oriental, East Indian or Caucasian. A Likert-type scale was used for the subjects to rate agreement or disagreement to the nine items. Questionnaires were sent to 591 Vancouver public elementary school teachers within 29 randomly selected elementary schools. Questionnaires were returned from 396 subjects. Some questionnaires were returned blank or incomplete, therefore, data analysis was performed on the responses of 347 subjects (58.54% of all the teachers who received the questionnaires). This sample represented about 20% of the population of Vancouver public elementary school teachers. The results provided evidence of teacher discrimination against the child described as Native Indian. In addition, a positive bias was observed in the teacher responses for the Caucasian child and especially for the Oriental child. The teacher's responses to the questionnaire items revealed that the child described as Native Indian tended to be rated as being more suitable for placement in a special class for behaviourally disordered, would not be as likely to graduate from high school and had parents who would not be as cooperative. Female teachers were more likely to refer the child to a class for behaviourally disordered children and less likely to expect cooperation from the child's parents, than male teachers. Teachers who taught for 21 years or longer were more likely to consider the child in the case study as being a detriment to the education of the other children. Teachers who spoke English as second language were more likely to refer the child to a class for slow learners and expect greater cooperation from the child's parents, than teachers who spoke English as their first language. In addition, Special education teachers, teachers more familiar with special education programs and teachers who had university credits in special education, rated the children in a significantly more optimistic manner than regular teachers.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Книги з теми "Teacher groups"

Farrell, Thomas S. C. Reflective Practice in ESL Teacher Development Groups. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193.

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Sturgess, D. A. Working together: Facilitating professional growth in teacher groups. Derby: Association of Teachers of Mathematics, 1988.

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Leask, Marilyn. Recruiting science teachers from ethnic minority groups: A selection for initial teacher education. [Oxford]: Carfax Publishing, 1996.

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1942-, Birchak Barb, and National Council of Teachers of English., eds. Teacher study groups: Building community through dialogue and reflection. Urbana, Ill: National Council of Teachers of English, 1998.

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Shellard, Elizabeth. Using professional learning communities to support teaching and learning. Arlington, Va: Educational Research Service, 2003.

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Dörger, Ursula. Projekt Lehrerkooperation: Eine pädagogische Konzeption zur Weiterentwicklung von Gesamtschulen. Weinheim: Juventa, 1992.

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Educational Research Service (Arlington, Va.), ed. Implementing and sustaining professional learning communities in support of student learning. Alexandria, VA: Educational Research Service, 2008.

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Puurula, Arja. Study orientations as indicators of ideologies: A study of five student teacher groups. Helsinki: Dept. of Teacher Education, University of Helsinki, 1986.

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Stott, John R. W. Jesus Christ: Teacher, servant & savior : 13 studies with commentary for individuals or groups. Downers Grove, Ill: InterVarsity Press, 1998.

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Stott, John R. W. Jesus Christ: Teacher, servant & savior : 13 studies with commentary for individuals or groups. Downers Grove, Ill: InterVarsity Press, 1998.

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Частини книг з теми "Teacher groups"

Gould, Cherry. "Religious Groups." In Teacher Information Pack 3: Parent and Home, 101–16. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09001-3_12.

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Gladman, Andrew, and Donald Freeman. "3. Focus Groups." In Researching Language Teacher Cognition and Practice, edited by Roger Barnard and Anne Burns, 68–89. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697912-006.

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Farrell, Thomas S. C. "Developing Teacher Expertise." In Reflective Practice in ESL Teacher Development Groups, 135–50. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_10.

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Farrell, Thomas S. C. "Resisting Plateauing through Teacher Reflection Groups." In Reflective Practice in ESL Teacher Development Groups, 119–34. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_9.

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Sawyer, Wayne. "Expert English teachers as/in groups." In International Perspectives on English Teacher Development, 257–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168140-24.

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Korthagen, Fred, and Ellen Nuijten. "Reflection in peer groups." In The Power of Reflection in Teacher Education and Professional Development, 67–88. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221470-4.

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Ahtiainen, Raisa, and Lauri Heikonen. "The Leadership Group as a Means for Teacher Participation and Leadership Distribution." In Leadership in Educational Contexts in Finland, 323–38. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_16.

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AbstractFor decades, discussion around school development and leadership has emphasised various collaborative practices, active participation, and distribution of responsibilities. The sharing of responsibilities in the decision-making processes exists in many forms in Finnish education, and there are some forms of leadership distribution in most schools, despite the school size. One of the typical ways of sharing responsibilities is to form a leadership group. In our chapter, we examine what meanings are given to leadership groups as leadership structures in school communities, and through which discourses teachers’ participation in decision-making is constructed. The data comprise principals (N = 56), teacher-leaders (N = 125), and teachers (N = 130) responses to two open-ended questions in an electronic survey in 2019. In this study, teacher-leader refers to a teacher with experience of being a member of the leadership group, whereas teacher refers to a teacher with no leadership group work experience. A range/determination approach to discourse was employed to reach an understanding regarding the research problem. The discourses on the practice of the leadership group and teacher participation were formed around positioning the leadership group in the school context, and elements that functioned as enablers or hindrances to teacher participation in decision-making.

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Bullough, Robert V., and Leigh K. Smith. "Being a Student of Teaching: Practitioner Research and Study Groups." In International Handbook of Teacher Education, 305–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0369-1_9.

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Farrell, Thomas S. C. "Reflection on Teachers’ Beliefs." In Reflective Practice in ESL Teacher Development Groups, 77–90. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_6.

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Farrell, Thomas S. C. "Reflection on Teachers’ Roles." In Reflective Practice in ESL Teacher Development Groups, 91–107. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_7.

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Тези доповідей конференцій з теми "Teacher groups"

Levterova-Gadjalova, Dora, and Krasimira Ivanova. "Teachers‘ Reflection on Personalized Learning." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.14.

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Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete unity between consciousness and responsibility for the learning process and behavior. A focused study was conducted with three groups of teacher-respondents. The groups are structured accordingly: the first group of 15 primary teachers, the second group of 15 high school teachers, and the third group of 15 resource teachers. The reflective activity of the three groups of teacher-respondents at different levels of reflection towards personalized learning is investigated: intellectual reflection in learning, personal reflection, reflection as dialogue, reflection in problem situations, and undoubtedly praxeological reflection in the two variants of manifestation: professional and technological reflection. The results demonstrate higher levels of reflection as dialogue and praxeological reflection in primary and resource teachers compared to primary teachers, and higher levels of reflection in problem situations and intellectual reflection in primary teachers compared to primary teachers. It turns out that the reflection of the teacher-respondents on personalized learning is strongly influenced by the cultural and existential reflection in the three groups of respondents. With all the teacher-respondents, the critical reflection towards personalized learning is very vividly demonstrated, which finds expression in the presentation of one‘s own pedagogical experience and one‘s own pedagogical intuition. There is a dynamic from a-reflection to reflection to personalized learning with the A-effectiveness of both respondents and students.

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Christensen, Dr Amy, and Dr Michele Barron-Albers. "Perceptions of Teacher Retention Problems and Practices in Minnesota." In 6th World Conference on Arts, Humanities, Social Sciences and Education, 51. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-4-4-029.

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Numerous studies have identified a research to practice gap regarding teacher retention (Hagaman and Casey, 2018; Carver, 2003; CCSESA, 2016). In Minnesota, teacher retention is a concern as 51% of professional licensed teachers were not working as a public or charter school teacher during the 2019-2020 school year. (PELSB, 2021). The objective of this study was to identify and address common themes that exist across multiple groups of educational professionals (pre-service teachers, in-service teachers, and administrators) regarding retention rates of beginning teachers in Minnesota in order to expand understanding of why half of the state’s fully licensed teachers have left the classroom and/or the field. Insights gained from this study will inform preparation program content, alleviate the research to practice gap, and provide recommendations to help improve teacher retention rates.

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Wigham, Ciara R., and Kristi Jauregi-Ondarra. "Teacher training perspectives for virtual exchange: Initial actions from the E-LIVE European project." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16969.

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The E-LIVE project (Engaging Languages in Intercultural Virtual Exchange) is a three-year project funded by Erasmus+ Cooperation partnerships in school education (KA220-SCH). In this short paper, we report on two of the project’s initial teacher training actions. Firstly, a training needs analysis conducted via questionnaire and focus groups with 39 in-service L2 teachers from associate partner schools (nine primary and 30 secondary). We report on felt needs and anticipated training needs and three key project actions that the needs analysis informed: teacher voices workshops, expert webinars, and virtual exchange coaching. Secondly, we describe a virtual exchange conducted between trainee teachers enrolled in French, Dutch, and Colombian teacher training institutions. The pedagogical design of the virtual exchange is detailed and two of the final task productions showcased. Post-virtual exchange questionnaire and focus group data allow us to report on the trainee teachers’ perceptions of the virtual exchange activities. The paper concludes with a discussion of how to ensure the success of future virtual exchange initiatives based on the analysis of the questionnaire and focus group data.

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.

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Wu, Shengjian, Li Sun, and Qingli Li. "OD-DETR: Online Distillation for Stabilizing Training of Detection Transformer." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/160.

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DEtection TRansformer (DETR) becomes a dominant paradigm, mainly due to its common architecture with high accuracy and no post-processing. However, DETR suffers from unstable training dynamics. It consumes more data and epochs to converge compared with CNN-based detectors. This paper aims to stabilize DETR training through the online distillation. It utilizes a teacher model, accumulated by Exponential Moving Average (EMA), and distills its knowledge into the online model in following three aspects. First, the matching relation between object queries and ground truth (GT) boxes in the teacher is employed to guide the student, so queries within the student are not only assigned labels based on their own predictions, but also refer to the matching results from the teacher. Second, the teacher's initial query is given to the online student, and its prediction is directly constrained by the corresponding output from the teacher. Finally, the object queries from teacher's different decoding stages are used to build the auxiliary groups to accelerate the convergence. For each GT, two queries with the least matching costs are selected into this extra group, and they predict the GT box and participate the optimization. Extensive experiments show that the proposed OD-DETR successfully stabilizes the training, and significantly increases the performance without bringing in more parameters.

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Zejnilagić-Hajrić, Meliha, ,. Adel Polutak, and Ines Nuić. "GROUP WORK IN EVALUATION OF PRIMARY SCHOOL STUDENTS’ KNOWLEDGE ABOUT CARBOHYDRATES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.141.

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In this research two different ways of students' reviewing their knowledge in chemistry about carbohydrates are described: group work and discussion with teacher. In experimental group (EG) students were working in groups on their assignments, while in control group (CG) discussion led by teacher was implemented. Results showed better EG students’ achievements on paper-and-pencil test of knowledge on the following class. Keywords: evaluation, group work, teacher-led discussion, carbohydrates.

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Wang, Lu. "Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice." In 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.34.

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Yuniyati, Winahyu, Leo Sutimin, and Mr Warto. "PBL Implementation In History Study Groups Integrated With Javanese Culture." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.84.

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Tsai, Kuei-Ju. "EXPLORING THE IMPACT OF PECHAKUCHA PRESENTATIONS IN THE EFL CLASSROOM." In Teacher 2024 – International Teaching Conference, 17-18 June, Singapore. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.213214.

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Oral presentation skills are widely accepted as key to academic and professional success. Despite the general consensus, in Taiwan very little has been done to develop students’ oral presentation skills in school curriculum throughout formal education. It is not uncommon to see Taiwanese undergraduates give unsatisfactory oral presentations; the plight is even worse if done in English. The reasons for such poor presentation performance may be partly attributed to students’ lower English speaking proficiency, but also due to the lack of proper training. This paper reports on a study looking into the effects of overt instruction of oral presentation skills on Taiwanese EFL undergraduate students’ 1) English presentation performance and 2) overall English speaking proficiency. In the study, two groups of students (N=42) received the same overt instruction of oral presentation skills (guided by the principles by van Ginkel, 2015), but they were required to present with varying formats. The treatment group presented with the PechaKucha format (20 slides*20 seconds), while the control group was only given a general time limit (400 seconds). Measurements were taken before and after the pedagogical intervention, including a pre-treatment presentation and a speaking pretest, a post-treatment presentation and a speaking post-test. In general, findings showed that the overt instruction did enhance students’ overall presentation performance, regardless of the format. While the two groups did not differ significantly on overall presentation performance, they exhibited differences in certain criteria including content, organization, and body language. The PechaKucha group outperformed their counterpart on the organization of their speech, but scored significantly lower on the content information. A closer look into the presentations of the PK group revealed that some students may have resorted to a circumvention strategy to work around the PechaKucha constraints on the number of slides and time limit.

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Berzina, Sabine, and Baiba Martinsone. "Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.03.

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The aim of the study is to investigate changes in teachers’ perceived school climate in the first and second years of implementing the social emotional learning (SEL) program in schools, as well as to investigate differences in 3rd- to 6th-grade students’ perceived school climate. In the two years of this study, 64 teachers participated in the SEL program alongside a control group. In the first year, teachers received training on the implementation of school-level SEL and received ready-made lesson plans for the direct practice of social and emotional skills in the classroom. In the second year, the SEL teachers were divided into two subgroups, where 32 teachers received additional supervision during the implementation. In the first year, 138 students from 3rd to 6th grade participated in the SEL program alongside a control group. In the second year of SEL implementation, 223 3rd to 6th grade students participated in the program where teachers received regular supervision, and 244 students continued the SEL implementation process without changes. Georgia School Climate Survey Suite personnel, elementary and middle/high school forms were used to measure teachers’ and students’ perceived school climate. The results show that in both the first and second years, overall perceived school climate results were higher for both SEL teacher groups compared to the control teacher group. After the first year, students in grades 5 to 6 showed better mental health results. In the second year, only those 5th to 6th grade students whose teachers received regular supervision showed better mental health results. Starting from the second SEL year, both SEL 3rd- to 4th-grade student groups showed higher perceived school climate compared to the control group. The results did not change during the second year, which indicates that the Latvian SEL primarily improves mental health results for 5th- to 6th-grade students and overall perceived school climate for 3rd to 4th-grade students starting from the second SEL year. Ongoing support for teachers also stimulates better outcomes in mental health.

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Звіти організацій з теми "Teacher groups"

Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Khemani, Shreya, Jharna Sahu, Maya Yadav, and Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.

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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools across the country are women (UDISE+ 2019-20)—how do we understand the working lives of teachers and the work of teaching? This study thinks through this question by inquiring into the labouring lives of teachers in our fieldsite—centring tensions between productive and unproductive labour and paid and unpaid work.

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Sharpe, Pamela, Susan Wright, Sirene May Yin Lim, Phyllis Lim, Kendy Siew, Nurlieja Onnawaty Mas'at, Yong Ming Lee, and Anderson Robyn. Early intervention of Malay preschool teachers in promoting children’s mathematics learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22766.

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The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy skills, problem solving and reasoning. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test and post-test mixed-methods design involving an experimental group and a control group, comprising preschool children from five classes (N=221). Intact classes were matched to treatment and control conditions on the basis of Mendaki selection and centre choice of participation. Findings from the Math reasoning subtest of the (WIAT) Wechsler Individual Achievement (Test 2) and the (NCT) Numeracy Concept Test – a non-standardised test, showed that even though that at pre-test, the experimental groups were better on the WIAT and that they were similar on the NCT, both groups improved on the WIAT at post-test but the experimental groups maintained their superior performance on the post NCT. Improvements within experimental groups were also noted.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individualised online learning before the course. In the adapted flipped classroom, additional guiding questions and power-point slides would be deployed. Students learn content online through e-worksheets and guided discovery before face-to-face classroom time. Students worked through activities, watched videos, navigate websites, read up on articles and answered questions posed to them in the lesson worksheets. In class, students would share their prior learning with each other and they would be encouraged to ask questions of each other and with the tutor. Concepts, theories, controversies and ambiguities will be discussed with the aid of power-point slides. The students in the control group would receive lectures through power-point slides during class time, and learning activities would be conducted. Students in the control group would have no pre-lesson learning activities. The effectiveness of the flipped classroom lessons will be assessed through newly developed surveys, focus group discussions and semi-structured interviews of participants in the experimental and control groups. Results will be analysed using paired sample t tests, ANCOVA and thematic analyses. Findings will enable the lecturers to review and re-design the flipped classroom lessons and thus make evidence based pedagogical changes for the following semester.

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Whitby, Jessica. Ditch the Doubt: Headline Project Evaluation Report 2022/23 (HeppSY). Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/ditch_doubt.

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To determine whether this novel approach to targeted activity could help mitigate additional barriers faced by specific groups of students, Higher Education Progression Partnership South Yorkshire (HeppSY) adopted a mixed-method triangulation approach consisting of pre and post questionnaires, focus groups, rating scale activities and teacher observation forms. Such an approach allowed the evaluators to identify cognitive change before and after the project and to effectively locate the association with the specific interventions. The data collected throughout the project was used to explore the impact of the programme in five key areas: HE knowledge, career knowledge, seeing your future self, academic confidence, and likelihood to apply for HE at age 18/19. Ditch the Doubt had a clear impact on the students who participated. Students were equipped with greater knowledge of pathways, which will support them in making an informed choice about HE. Students developed an increased understanding student life and a greater sense of fit within HE. An increase in personal and academic confidence also emerged through survey and focus group data, as well as via the embedded coaching rating scales. The rating scales indicated that the coaching is a key component of Ditch the Doubt, highlighting its positive impact on the students’ confidence, trust in their own judgement and perception of their future. Confidence was further impacted by the programme’s oracy workshop, which was frequently referenced in the focus groups in the context of reducing anxiety prior to giving presentations.

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.

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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.

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