363 research outputs found
Sort by
Changing from a traditional approach to learning: Teachers’ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar
No full textSeveral studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred IBL approach. In this study, we report on teachers’ perceptions following PD that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many of the teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour, and the integration of IT
An 'open letter to teachers'
No full textTeaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children’s ‘working theories’ about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children’s surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity – issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home
Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies: A curriculum alignment study
No full textIn Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.
 
Ethical research in the secondary school classroom
No full textTwo key ethical principles of research in the secondary school classroom are voluntary participation and informed consent. Voluntary participation is the principle that participants should be able to freely choose whether or not they participate in the research, in any way, big or small (Mutch, 2005). Informed consent is the principle that the participants should be thoroughly and accurately informed of the purpose, processes and dissemination of the findings of the research, and give their consent accordingly (Mutch, 2005). Ethical principles have been established by research institutions, such as universities, to ensure that participants in educational research are not treated as passive objects by the researcher (Snook, 2003), and so that no personal harm results from the research process. This article will discuss these two ethical principles, and examine two research scenarios in secondary schools where ethical dilemmas arise. Potential ways to address these ethical concerns and minimise risk are explored, with a view to encouraging teacher reflection and consideration of research situations that may require the voluntary participation and informed consent of secondary school students in classrooms
Making multiplication meaningful: Teaching for conceptual understanding
No full text
The term numeracy is used widely in schools today and brings with it the expectation that students will be taught both how to do the mathematics, alongside an understanding of the concepts associated with the procedural application. One issue, which has arisen with the terminology ‘numeracy classroom’, is how to best support teachers to enhance their teaching of mathematics to allow this understanding to occur. This article stems from a larger research study that analysed the professional knowledge of teachers when teaching numeracy, and the impact their mathematics knowledge and procedural application had on children’s learning. This article presents observations of three teachers teaching a multiplication lesson (the first in a series of lessons over a six-week period) as they developed their students’ understanding of the mathematical concepts associated with the interpretation of the multiplication symbol. An analysis of the findings shows when the teachers used manipulatives, related word problems to the children’s lives, and promoted discussion in groups, a greater understanding of multiplication was apparent.
 
Teachers' educational beliefs and curriculum orientations: A relational research
No full textThe purpose of this study was to examine the relationship between teachers’ educational beliefs and curriculum design orientation preferences. In this research, prediction research design, one of the correlation models, was employed. The study group consisted of teachers (n = 182) working in public primary, elementary and high schools in Bilecik province, Turkey. The findings revealed there were significant relationships between the teachers’ educational beliefs and curriculum orientations. According to the regression analysis undertaken, the model was statistically significant as a whole and the teachers’ educational beliefs and curriculum orientations were significantly correlated. The teachers’ educational beliefs predicted 39% of the curriculum orientations. According to these results, it is suggested that the educational beliefs of teachers have a key role in shaping their curriculum orientations.
 
An endnote: Advice and recommendations from University of Waikato education professionals, for teachers as researchers
No full textWe conclude this issue with some advice for teachers as researchers from members of the Division of Education staff at the University of Waikato along with some recommendations for helpful reference books. The emphasis of this article, in the words of four of the staff, is one of the support available to assist education researchers. Educational research is not conducted in solitary but by researchers within a variety of relational contexts. Therefore, University teachers and class peers, supervisors, members of collaborative research teams and journal editors can all provide support in a teacher- researcher’s research journey
Teacher questioning in a Chinese context: Implications for New Zealand classrooms
No full textTeacher questioning is a very important aspect of teacher-student interaction in classrooms around the world. However, expectations of the purposes and types of these interactions can be variable, particularly across cultural contexts. This qualitative study considers the way teacher questioning is used in a mathematics class in a Chinese primary classroom. The types of questions, expectations for answers and teacher behaviours are described through the use of a short-structured observation. Questions were found to be restricted to a rapid-fire format and only a minority of students were called upon to answer questions. This is contrasted with the expectations of the use of questioning in Western contexts, and highlights the challenges for both Chinese teachers and students when they move into the New Zealand education system