In recent years, the traditional motifs and conceptual approach to the apparent authenticity of the design quality is observed that used in many areas. In this way, the tradition established in the future synthesis has led to the formation of a free and original design. This synthesis, design resources training in the artistic development of the individual and provide the best research and questioning the reasons that created them.Thus; new ideas to new situations, new problems have emerged in the need to turn to different events and phenomena. This method and the proliferation of studies aimed at the promotion of Turkish cultural heritage is undoubtedly will be at the forefront of higher quality products.The suggestions of ‘interpreting the traditional designs’ and the comprehension of what is ‘traditional’, which are proposed by some academics and designers are evaluated with a critical approach. The subject is examined within the frame of traditionalist suggestions offered from the time of the Ottomans till today, with the conceptions of the Western science, culture, art and design developed through the period of the Industrial Revolution. Keywords: Design; Education; Tradition; Problem
{"title":"The problematic of tradition and future in art and design education","authors":"Emine Nas","doi":"10.18844/CERJ.V8I3.635","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.635","url":null,"abstract":"In recent years, the traditional motifs and conceptual approach to the apparent authenticity of the design quality is observed that used in many areas. In this way, the tradition established in the future synthesis has led to the formation of a free and original design. This synthesis, design resources training in the artistic development of the individual and provide the best research and questioning the reasons that created them.Thus; new ideas to new situations, new problems have emerged in the need to turn to different events and phenomena. This method and the proliferation of studies aimed at the promotion of Turkish cultural heritage is undoubtedly will be at the forefront of higher quality products.The suggestions of ‘interpreting the traditional designs’ and the comprehension of what is ‘traditional’, which are proposed by some academics and designers are evaluated with a critical approach. The subject is examined within the frame of traditionalist suggestions offered from the time of the Ottomans till today, with the conceptions of the Western science, culture, art and design developed through the period of the Industrial Revolution. \u0000 \u0000Keywords: Design; Education; Tradition; Problem \u0000","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130001542","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}
The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices. Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;
{"title":"Educating music teachers in the new millennium: Current models and new developments","authors":"Jolanta Lasauskienė, Yuqing Yang","doi":"10.18844/cerj.v8i3.3009","DOIUrl":"https://doi.org/10.18844/cerj.v8i3.3009","url":null,"abstract":"The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices. \u0000Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126474295","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}
This study to aim Investigate the relationship between organizational effectiveness supportive leadership and oppressive styles. The current research is correlative and descriptive due to its nature. For this study, 400 samples were considered. After distributing and collecting questionnaires, 20 valid questionnaires for analysis were diagnosed, so research sample group was reduced to 380 persons. The sample randomly sampled based on a list of employees. The sample randomly sampled based on a list of employees. To collect log data, organizational effectiveness, leadership oppressive questionnaire, a questionnaire ethical leadership, supportive leadership questionnaire was used.Data analysis in two levels of descriptive statistics and inferential statistics was performed using SPSS software. According to the result of the relationship between leadership styles (moral, oppressive and support) with dimensions of organizational effectiveness (effectiveness of individual results, effectiveness and efficiency of the overall structure and system), there is a significant relationship Key words: leadership styles, oppressive leadership, organizational effectiveness, supportive leadership,
{"title":"Examining the relationship between organisational effectiveness and leadership styles","authors":"G. Golshani, P. Rahiminejad","doi":"10.18844/CERJ.V8I3.3571","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.3571","url":null,"abstract":"This study to aim Investigate the relationship between organizational effectiveness supportive leadership and oppressive styles. The current research is correlative and descriptive due to its nature. For this study, 400 samples were considered. After distributing and collecting questionnaires, 20 valid questionnaires for analysis were diagnosed, so research sample group was reduced to 380 persons. The sample randomly sampled based on a list of employees. The sample randomly sampled based on a list of employees. To collect log data, organizational effectiveness, leadership oppressive questionnaire, a questionnaire ethical leadership, supportive leadership questionnaire was used.Data analysis in two levels of descriptive statistics and inferential statistics was performed using SPSS software. According to the result of the relationship between leadership styles (moral, oppressive and support) with dimensions of organizational effectiveness (effectiveness of individual results, effectiveness and efficiency of the overall structure and system), there is a significant relationship \u0000 Key words: leadership styles, oppressive leadership, organizational effectiveness, supportive leadership,","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130319571","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}
The purpose of the research is to develop the measurement of motivation scale of in class action research conducted by school teachers. The sampling is 403 teachers, subordinated to Office of The Basic Education Commission. Data collection was conducted through questionnaires of 20 questions. The questions were designed into 5 levels following to the motivation scale in research measurement of Deemer, Mahoney, & Ball (2010). This 20 questions questionnaire is consisting of 3 latent variables that are 9 questions of intrinsic motivation, 6 questions of failure avoidance and 5 questions extrinsic motivation. The purpose of confirmatory factor analysis (CFA) is to test the construct validity of research latent variables that found the harmony correlation of empirical data contained in this research model, the value of Chi-Square ( )=89.224 at the degree of freedom=71, P value=0.071, GFI=0.978, AGFI=0.936, RMSEA=0.062, RMR=0.018, Model AIC=367.224, Saturated AIC=420.000, Model CAIC= 1062.076, Saturated CAIC = 1469.777. The weight factors of latent variable are 0.692, -0.066 and 0.894 retrospectively. The value of reliability according to cronbach’s alpha coefficient of correlation is 0.479, 0.004 and 0.800 retrospectively. Moreover correlation matrix of 20 observed variables shows the correlation among latent variables of intrinsic motivation and extrinsic motivation with the significant level of statistic correlation at 0.05, the correlation value ranged between 0.196-0.604 and 0.196-0.696 retrospectively. The highest value of correlation scored 0.696 is founded in observed variables of intrinsic motivation latent variable. Keywords: Confirmatory, factor analysis, teacher, research motivation
{"title":"The confirmatory factor analysis of teacher’s research motivation scale","authors":"U. Prasertsin","doi":"10.18844/CERJ.V8I3.651","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.651","url":null,"abstract":"The purpose of the research is to develop the measurement of motivation scale of in class action research conducted by school teachers. The sampling is 403 teachers, subordinated to Office of The Basic Education Commission. Data collection was conducted through questionnaires of 20 questions. The questions were designed into 5 levels following to the motivation scale in research measurement of Deemer, Mahoney, & Ball (2010). This 20 questions questionnaire is consisting of 3 latent variables that are 9 questions of intrinsic motivation, 6 questions of failure avoidance and 5 questions extrinsic motivation. The purpose of confirmatory factor analysis (CFA) is to test the construct validity of research latent variables that found the harmony correlation of empirical data contained in this research model, the value of Chi-Square ( )=89.224 at the degree of freedom=71, P value=0.071, GFI=0.978, AGFI=0.936, RMSEA=0.062, RMR=0.018, Model AIC=367.224, Saturated AIC=420.000, Model CAIC= 1062.076, Saturated CAIC = 1469.777. The weight factors of latent variable are 0.692, -0.066 and 0.894 retrospectively. The value of reliability according to cronbach’s alpha coefficient of correlation is 0.479, 0.004 and 0.800 retrospectively. Moreover correlation matrix of 20 observed variables shows the correlation among latent variables of intrinsic motivation and extrinsic motivation with the significant level of statistic correlation at 0.05, the correlation value ranged between 0.196-0.604 and 0.196-0.696 retrospectively. The highest value of correlation scored 0.696 is founded in observed variables of intrinsic motivation latent variable. \u0000Keywords: Confirmatory, factor analysis, teacher, research motivation","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126926487","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}
The purpose of this research is to find out “The reflection of organizational culture on technology usage in secondary education classes”. This is a case study which is a qualitative method. 10 teachers were chosen as participants via chain sampling. The data were collected by means of open-ended questions asked at semi-structured interviews. The researchers recorded the interviewees’ responses by taking notes. The data was processed via content and thematic analyses. Tables were used to present the data. The findings of the study indicate that the school leaders are not able to find efficient solutions to problems about in-class technology usage. It is also determined that virus programs on computers are not up to date. Teachers do not prefer using technology in their classes since they are anxious about falling behind the annual plan and the classes are over-crowded. Another noteworthy finding is that even though some teachers use technology for educational purposes, help each other and share their materials, there are some teachers who do not act responsibly concerning the usage and protection of the devices. Keywords: Organisational culture, technology, school director
{"title":"The reflection of organisational culture on technology usage in secondary education classes","authors":"O. Ozberk, Kenan Ozberk","doi":"10.18844/cerj.v8i3.3610","DOIUrl":"https://doi.org/10.18844/cerj.v8i3.3610","url":null,"abstract":"The purpose of this research is to find out “The reflection of organizational culture on technology usage in secondary education classes”. This is a case study which is a qualitative method. 10 teachers were chosen as participants via chain sampling. The data were collected by means of open-ended questions asked at semi-structured interviews. The researchers recorded the interviewees’ responses by taking notes. The data was processed via content and thematic analyses. Tables were used to present the data. The findings of the study indicate that the school leaders are not able to find efficient solutions to problems about in-class technology usage. It is also determined that virus programs on computers are not up to date. Teachers do not prefer using technology in their classes since they are anxious about falling behind the annual plan and the classes are over-crowded. Another noteworthy finding is that even though some teachers use technology for educational purposes, help each other and share their materials, there are some teachers who do not act responsibly concerning the usage and protection of the devices. \u0000Keywords: Organisational culture, technology, school director","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116867769","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}
Evaluation is a task of great importance in the service of the teaching/learning that allows us to check whether or not specific educational objectives have been achieved.Currently, with the emergence of active pedagogies, according to several points of view, new challenges have emerged other than simply assessment. As far as Moroccan education is concerned, assessment focuses on the level of mastery of specific skills on the part of learners at the beginning, during and at the end of the year, as well as at the end of each period of learning.Our present research is interested in the taking into consideration the evaluation of experimental skills in the physical sciences as part of the Moroccan educational system.To be able to check the hypotheses that have been advanced in our study, we developed a questionnaire that was distributed to a sample of physics-chemistry secondary school teachers in Morocco.The majority of the teachers in our sample have reported several constraints, including a lack of material necessary to plan and implement the work practices needed to provide an adequate education in terms of experimental activity in the field of physics-chemistry. Keywords: Evaluation, teaching–learning, skills, physics and chemistry
{"title":"The evaluation in the physical sciences in the Moroccan secondary school curriculum: the case of experimental skills","authors":"El Hassan Touli, M. Talbi, M. Radid","doi":"10.18844/cerj.v8i2.846","DOIUrl":"https://doi.org/10.18844/cerj.v8i2.846","url":null,"abstract":"Evaluation is a task of great importance in the service of the teaching/learning that allows us to check whether or not specific educational objectives have been achieved.Currently, with the emergence of active pedagogies, according to several points of view, new challenges have emerged other than simply assessment. As far as Moroccan education is concerned, assessment focuses on the level of mastery of specific skills on the part of learners at the beginning, during and at the end of the year, as well as at the end of each period of learning.Our present research is interested in the taking into consideration the evaluation of experimental skills in the physical sciences as part of the Moroccan educational system.To be able to check the hypotheses that have been advanced in our study, we developed a questionnaire that was distributed to a sample of physics-chemistry secondary school teachers in Morocco.The majority of the teachers in our sample have reported several constraints, including a lack of material necessary to plan and implement the work practices needed to provide an adequate education in terms of experimental activity in the field of physics-chemistry. \u0000 \u0000Keywords: Evaluation, teaching–learning, skills, physics and chemistry","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129424394","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}
The basic assumption of the paper is that the Romanian curricula reflects the opportunities created at the social level to embrace the values–principle of human dignity and to defend it as a defining value of contemporary civilisation. Firstly, looking for the curricula where the value is a topic and secondly, to interview the graduate students on what they learned in their education on the human dignity. Only some of the higher education syllabi in the programmes such as political sciences, theology, law and bio-ethics for medicine or philosophy open some windows to understand the deep implications of the value in our concrete life. But, even here, the human dignity’s communication is incoherent. These programmes do not share a basic meaning and conclude into comparable recommendations. The human dignity’s communication is also out of a project, systematically conducted, reported and adapted to the community’s needs. The education must take action in doing it. Keywords: Human dignity, communication, curriculum, education.
{"title":"Communicating human dignity in education (Notes on Romanian education system)","authors":"Irina M Pop, C. Băiaș","doi":"10.18844/CERJ.V8I2.3481","DOIUrl":"https://doi.org/10.18844/CERJ.V8I2.3481","url":null,"abstract":"The basic assumption of the paper is that the Romanian curricula reflects the opportunities created at the social level to embrace the values–principle of human dignity and to defend it as a defining value of contemporary civilisation. Firstly, looking for the curricula where the value is a topic and secondly, to interview the graduate students on what they learned in their education on the human dignity. Only some of the higher education syllabi in the programmes such as political sciences, theology, law and bio-ethics for medicine or philosophy open some windows to understand the deep implications of the value in our concrete life. But, even here, the human dignity’s communication is incoherent. These programmes do not share a basic meaning and conclude into comparable recommendations. The human dignity’s communication is also out of a project, systematically conducted, reported and adapted to the community’s needs. The education must take action in doing it. \u0000Keywords: Human dignity, communication, curriculum, education.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134113889","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}
Zhazira Abdykhalykova, K. Shalgynbayeva, T. Slambekova, A. Saipov, K. Kazhimova
Actuality of this theme due to changes in the structure and content of higher education of Kazakhstan and increase the requirements for the preparation of future specialists. The need for modernization of higher education is determined by the objectives set out in the Concept of modernization of Kazakhstan education to 2020, inner laws of development of higher education and future development needs of the individual, society and the state. The leading idea of modernization of Kazakhstan education is the transition from knowledge-to competence-based education. Beginning in 2001, Kazakhstan universities established the credit system as an experiment based on the European Bologna process. The credit system gives Kazakhstan students the opportunity to build a route of personal and career development, to take an active position with regarding to their future, which will further contribute to their learning throughout the life. Based on these changes academic advising and student support of students are new phenomena in Kazakh higher education. This paper describes the implementation and realization of academic advising of students in the context of modernization of higher education of Kazakhstan. Keywords: higher education in Kazakhstan, student academic support, academic advising
{"title":"Academic advising in the context of modernisation of higher education of Kazakhstan","authors":"Zhazira Abdykhalykova, K. Shalgynbayeva, T. Slambekova, A. Saipov, K. Kazhimova","doi":"10.18844/CERJ.V8I3.588","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.588","url":null,"abstract":"Actuality of this theme due to changes in the structure and content of higher education of Kazakhstan and increase the requirements for the preparation of future specialists. The need for modernization of higher education is determined by the objectives set out in the Concept of modernization of Kazakhstan education to 2020, inner laws of development of higher education and future development needs of the individual, society and the state. The leading idea of modernization of Kazakhstan education is the transition from knowledge-to competence-based education. Beginning in 2001, Kazakhstan universities established the credit system as an experiment based on the European Bologna process. The credit system gives Kazakhstan students the opportunity to build a route of personal and career development, to take an active position with regarding to their future, which will further contribute to their learning throughout the life. Based on these changes academic advising and student support of students are new phenomena in Kazakh higher education. This paper describes the implementation and realization of academic advising of students in the context of modernization of higher education of Kazakhstan. \u0000 \u0000 \u0000Keywords: higher education in Kazakhstan, student academic support, academic advising \u0000","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124618830","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}
Pub Date : 1900-01-01DOI: 10.18844/cerj.v11i2.5435
Moetaz Soubjaki, Radwan Choughri, Hussein Al Jardali
The application of key performance indicators (KPIs) within institutions has proven to be difficult task. Until now, its effective implementation is considered one of the key determinants to the performance and success of a business. This research will explore the role of implementing KPIs for faculty members within higher education (HEI) in Lebanon. This study will seek to explore two key hypotheses (i) there is no statistically significant role of Key Performance Indicators (KPIs) for faculty members in quality assurance in higher education in Lebanon and hypothesis and (ii) there is a statistically significant role of Key Performance Indicators (KPIs) for faculty members in quality assurance in higher education in Lebanon. Hypothesis (ii) will prove to be true with the results for hypothesis one showing to be incorrect. A total of 200 participants from across different higher education institutions within Lebanon will be involved within the study.
{"title":"The Role of Implementing KPIs to the Faculty Members in enhancing Higher Education Quality in Lebanon","authors":"Moetaz Soubjaki, Radwan Choughri, Hussein Al Jardali","doi":"10.18844/cerj.v11i2.5435","DOIUrl":"https://doi.org/10.18844/cerj.v11i2.5435","url":null,"abstract":"The application of key performance indicators (KPIs) within institutions has proven to be difficult task. Until now, its effective implementation is considered one of the key determinants to the performance and success of a business. This research will explore the role of implementing KPIs for faculty members within higher education (HEI) in Lebanon. This study will seek to explore two key hypotheses (i) there is no statistically significant role of Key Performance Indicators (KPIs) for faculty members in quality assurance in higher education in Lebanon and hypothesis and (ii) there is a statistically significant role of Key Performance Indicators (KPIs) for faculty members in quality assurance in higher education in Lebanon. Hypothesis (ii) will prove to be true with the results for hypothesis one showing to be incorrect. A total of 200 participants from across different higher education institutions within Lebanon will be involved within the study.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126094382","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}
Pub Date : 1900-01-01DOI: 10.18844/cerj.v11i2.5415
R. Rosli, Mohd Fareed Aliwee
Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.
{"title":"Professional Development of Mathematics Teacher: A Systematic Literature Review","authors":"R. Rosli, Mohd Fareed Aliwee","doi":"10.18844/cerj.v11i2.5415","DOIUrl":"https://doi.org/10.18844/cerj.v11i2.5415","url":null,"abstract":"Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132941964","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}
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