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International Journal of Teacher Education and Professional Development最新文献

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Learners’ Perceptions of Peer Assessment 学习者对同伴评价的认知
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.295539
{"title":"Learners’ Perceptions of Peer Assessment","authors":"","doi":"10.4018/ijtepd.295539","DOIUrl":"https://doi.org/10.4018/ijtepd.295539","url":null,"abstract":"In the past two decades, several researchers have expressed their concern regarding students’ attitudes towards writing (Hyland, 2018). To address the effects of peer assessment (PA) on 100 young intermediate EFL learners’ writing performance, this study examined whether the use of anonymous reciprocal PA in 4 public secondary schools in Cyprus would result in considerable improvement in students’ motivation towards PA of writing and their willingness to write. The analysis of the data from the pre-PA questionnaires indicated that students’ attitudes were positive before experimenting with PA but improved even more after the implementation. This was also confirmed by the focus group discussions in which shortcomings of PA were also highlighted. Students expressed their wish to use multiple forms of assessment, receive more training and increase their exposure to PA. All in all, students’ positive attitude towards PA seemed to have affected their writing performance and vice versa.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"6 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75592387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning to Teach 学会教书
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.295545
A. Phan
{"title":"Learning to Teach","authors":"A. Phan","doi":"10.4018/ijtepd.295545","DOIUrl":"https://doi.org/10.4018/ijtepd.295545","url":null,"abstract":"Microteaching is a learning activity from which preservice teachers (PSTs) learn to teach either individually, in pairs or in groups. Thanks to its merits, it has been widely used in teacher education. The paper investigates a specific case of four PSTs conducting microteaching in groups of three as an obligatory component of an English language teacher education programme in a leading higher education institution in Vietnam. Informed by activity theory within the sociocultural perspective, the paper elucidates the learning process of these four PSTs through reflection on their microteaching sessions in their third year to shed light on the application and development of teaching knowledge and skills, peer scaffolding, contradictions within the activity system of the PSTs and their teacher identity construction. The last aspect is considered the contribution of the current study to fulfill a research gap since identity construction through microteaching has rarely been studied before.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"37 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80633964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring K-3 Educator Perspectives on STEM Learning 探索K-3教育工作者对STEM学习的看法
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.2022010103
Esther Ntuli, Berverly B. Ray
{"title":"Exploring K-3 Educator Perspectives on STEM Learning","authors":"Esther Ntuli, Berverly B. Ray","doi":"10.4018/ijtepd.2022010103","DOIUrl":"https://doi.org/10.4018/ijtepd.2022010103","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) instruction has become a priority b across the globe in recent years. Elementary educators are seeking ways to integrate STEM in all areas of learning. However, research indicates that most elementary teachers grapple with identifying and using appropriate STEM tools and instructional strategies that teach STEM as an integrated subject. This paper reports on an exploratory study examining the experiences of K-3 teachers (n=26) who contributed to the development of a summer STEM institute. It also examines in greater detail the perceptions of twelve of those participants who participated in the professional development institute. The study used quantitative and qualitative approaches to collect and analyze data. Findings indicate that teachers appreciate the use of inexpensive STEM tools and that they recognize the potential that an integrated STEM project-based learning approach has for young students. Implications for teacher education and professional development are offered along with recommendations for future research.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"28 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78309982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Instructor Perceptions of the Use of Computers in English Language Teaching in Higher Education 教师对在高等教育英语教学中使用计算机的看法
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.304872
Ahmet Okkan, Selami Aydın
{"title":"Instructor Perceptions of the Use of Computers in English Language Teaching in Higher Education","authors":"Ahmet Okkan, Selami Aydın","doi":"10.4018/ijtepd.304872","DOIUrl":"https://doi.org/10.4018/ijtepd.304872","url":null,"abstract":"Teachers' responsibility for the integration of computers constitutes a significant place in the foreign language teaching and learning processes; however, limited research found in the literature shows the need for more comprehensive studies. Therefore, this study investigates the instructors' perceptions of using computers, namely, teachers' computer knowledge, computer habits, computer attitudes, perceived self-confidence, school climate, and support in English teaching and learning at higher education institutions in Turkey. the quantitative data were collected from 210 instructors with a questionnaire consisting of a background section and a scale that has five subsections. It was concluded that while instructors had limited knowledge of specific software, their personal interests were also limited to communication and work-related tools. They mostly held positive attitudes towards computers and had self-confidence in integrating computers into the teaching process. Last, they believed their institutions had the necessary instructional and technical support and infrastructure.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"151 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89242948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
It is the Life in Your Years 这是你未来的生活
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.296259
{"title":"It is the Life in Your Years","authors":"","doi":"10.4018/ijtepd.296259","DOIUrl":"https://doi.org/10.4018/ijtepd.296259","url":null,"abstract":"For promoting high levels of educational quality, it is crucial to have mentally healthy and dedicated kindergarten teachers. This study focuses on the question whether kindergarten teachers differ in their mental health promoting personality characteristics and stress management strategies. Effects of selection, experience, and gender were examined by comparing kindergarten teacher trainees (N = 46), students (N = 26), and experienced teachers (N = 38). Students showed more emotional competence than trainees (d = 0.50). Experienced kindergarten teachers reported of more agreeableness (d = 0.57) than trainees and students. A path model revealed that having an own family predicted being more agreeable (β = .25). Female teachers used more negative coping strategies (d = 0.66) and showed less occupational achievement motivation (d = −0.59) than males. The education and advanced training of kindergarten teachers should prioritize positive stress management strategies, emotional competence and the importance of achieving personal goals.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"31 6 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77321436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Kindergarten Teacher Responses to a Contextualized Professional Development Workshop on STEAM Teaching 幼儿园教师对STEAM教学情境化专业发展工作坊的回应
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.304871
Amanda Bennett, Faiza M. Jamil
{"title":"Kindergarten Teacher Responses to a Contextualized Professional Development Workshop on STEAM Teaching","authors":"Amanda Bennett, Faiza M. Jamil","doi":"10.4018/ijtepd.304871","DOIUrl":"https://doi.org/10.4018/ijtepd.304871","url":null,"abstract":"This study examined the supports and barriers encountered by kindergarten teachers when participating in a STEAM professional development (PD) workshop that took place in their own classrooms. This study draws on Practice-Based Professional Development framework and adult learning theories to guide the design of the workshop and analysis of results. A teacher focus group with five participants was conducted and analyzed through emergent coding. Teachers identified several supports and challenges when implementing strategies learned during the workshop, providing important insights on improving PD experiences in this innovative approach to education. This paper will present a reconceptualized approach to short-term PD interventions in STEAM that capitalizes on important best practices from recent coaching literature, yet maintains the low cost and time investments of traditional PD approaches. We describe participating kindergarten teachers’ responses to this PD intervention, as well as identify lessons learned to inform PD experiences in the future.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"55 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91334591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers' and Principals' Views Regarding School-Based Professional Learning Communities 教师及校长对校本专业学习社群的看法
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.313940
Irit Levy-Feldman, Michal Levi-Keren
{"title":"Teachers' and Principals' Views Regarding School-Based Professional Learning Communities","authors":"Irit Levy-Feldman, Michal Levi-Keren","doi":"10.4018/ijtepd.313940","DOIUrl":"https://doi.org/10.4018/ijtepd.313940","url":null,"abstract":"The study's aim was to examine the views of teachers and principals regarding teachers' professional development (PD) carried out in their school's professional learning communities (PLC), in order to identify the conditions that promote its success. This quantitative study collected information from 193 teachers and 10 principals from 10 schools in the north district of Israel. The study findings are based on a meta-evaluation of several PLCs in which different models of teachers' PD operated, and therefore, indicates a broad point of view beyond a specific PD model or a specific school-based PLC. Main findings emphasize the importance of a 'tailor-made' PD in a local school PLC, on one hand, and the relationship between teachers' PD in school PLCs and the growth-oriented organizational culture, on the other hand. Results further highlight the importance of simultaneously reinforcing both in order to improve the overall educational endeavor in the school organization.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"05 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86101601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning 调查K-12职前教师TPACK在教学技术学习中的作用
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.2022010104
F. Abebe, M. Gaskill, Tommy Hansen, X. Liu
{"title":"Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning","authors":"F. Abebe, M. Gaskill, Tommy Hansen, X. Liu","doi":"10.4018/ijtepd.2022010104","DOIUrl":"https://doi.org/10.4018/ijtepd.2022010104","url":null,"abstract":"This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"2012 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88161833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Living Educational Theory as a Model of Continuing Professional Development 作为持续专业发展模式的生活教育理论
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.313939
John D. Branch
{"title":"Living Educational Theory as a Model of Continuing Professional Development","authors":"John D. Branch","doi":"10.4018/ijtepd.313939","DOIUrl":"https://doi.org/10.4018/ijtepd.313939","url":null,"abstract":"Living educational theory is a paradigm for scientific research in the academic discipline of education in which a teacher theorises her/his own professional practice. Using a kind of action research, she/he reflects on her/his educational values, and on the practice-solutions which were developed therefrom. The outcome is a ‘living educational theory' which describes and explains her/his professional practice, with educational values as its elementary unit. The teacher substantiates this living educational theory by demonstrating how the educational values are embodied in her/his professional practice. As such, living education theory could be considered a model of continuing professional development. The purpose of this article, therefore, is to review living educational theory. It begins by tracing the origins of living educational theory. It then describes the characteristics of living educational theory. Finally, it discusses the criticisms of living educational theory.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"38 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86556596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reflective Teachers 反思教师
IF 0.4
International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.2022010106
A. Kundu, Tripti Bej
{"title":"Reflective Teachers","authors":"A. Kundu, Tripti Bej","doi":"10.4018/ijtepd.2022010106","DOIUrl":"https://doi.org/10.4018/ijtepd.2022010106","url":null,"abstract":"This study sought to investigate the Indian trainee teachers’ perception of the 21st century skills, to what extent these skills were integrated into teacher education programs, and challenges to their integration. The study followed a mixed approach comprising of both quantitative (e. g. descriptive survey) and qualitative (e.g., interview) research methods taking 500 trainee teachers from 50 teachers’ training colleges using a stratified random sampling technique. Data were analyzed descriptively and inferentially. Findings revealed that few skills were partially integrated while others were poorly integrated, significant differences were found in the ingestion of these skills between trainees of private and government teacher training colleges, and thereby, hampering the aim of making teachers reflective. The study also noted the challenges in integrating these skills that will provide a valuable reference for teacher education curriculum planning and implementation with a view of providing a holistic educational experience among trainee teachers across countries.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"109 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75738474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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