Wilfridah Mucherah, Holmes W. Finch, K. Bota, Rachel N. Thomas
The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.
{"title":"Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya","authors":"Wilfridah Mucherah, Holmes W. Finch, K. Bota, Rachel N. Thomas","doi":"10.4018/ijtepd.335922","DOIUrl":"https://doi.org/10.4018/ijtepd.335922","url":null,"abstract":"The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"43 13","pages":""},"PeriodicalIF":0.4,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441026","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 aimed to explore how minute paper method (MPM) reconstructs the attitude towards the collaborative reflection among ten primary school English teachers with different levels of achievement goal (AG) and community identification (CI). Through a half-year intervention and a semi-structured interview, the following results were obtained: (1) Teachers with different AG and CI levels identified different difficulties and obstacles based on their prior collaborative reflecting experiences. The low AG and CI group expressed substantial fear of bonding with other team members, while the high level group expected more external resources and professional training; (2) MPM significantly improved teachers' overall attitude towards their reflective engagement and critical thinking, while the effectiveness of MPM was significantly affected by the level of teachers' AG and CI. Specifically, MPM was found to be most effective for the group with medium AG and CI levels. This study provides some valuable insights on collaborative reflection and teacher development research.
本研究旨在探讨分纸法（MPM）如何重构十位具有不同成就目标（AG）和社区认同（CI）水平的小学英语教师对合作反思的态度。通过为期半年的干预和半结构式访谈，得出了以下结果：（1）不同AG和CI水平的教师基于其以往的合作反思经验，发现了不同的困难和障碍。(2) MPM 显著改善了教师对反思参与和批判性思维的整体态度，而 MPM 的效果受教师 AG 和 CI 水平的显著影响。具体而言，MPM 对具有中等 AG 和 CI 水平的教师群体最为有效。本研究为协作反思和教师发展研究提供了一些有价值的见解。
{"title":"Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method","authors":"Ying Yan, Rong Yan, Samad Zare, Yixuan Li","doi":"10.4018/ijtepd.333899","DOIUrl":"https://doi.org/10.4018/ijtepd.333899","url":null,"abstract":"This study aimed to explore how minute paper method (MPM) reconstructs the attitude towards the collaborative reflection among ten primary school English teachers with different levels of achievement goal (AG) and community identification (CI). Through a half-year intervention and a semi-structured interview, the following results were obtained: (1) Teachers with different AG and CI levels identified different difficulties and obstacles based on their prior collaborative reflecting experiences. The low AG and CI group expressed substantial fear of bonding with other team members, while the high level group expected more external resources and professional training; (2) MPM significantly improved teachers' overall attitude towards their reflective engagement and critical thinking, while the effectiveness of MPM was significantly affected by the level of teachers' AG and CI. Specifically, MPM was found to be most effective for the group with medium AG and CI levels. This study provides some valuable insights on collaborative reflection and teacher development research.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"20 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250853","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 article investigates preservice candidates' knowledge of similar figures while engaged in teacher-related mathematical tasks (TRMT) with the primary goal of developing a lesson plan on similar figures. This investigation was part of a larger study investigating candidate knowledge of what and how to teach proportional reasoning concepts while engaged in TRMT. The data collection and TRMT cycle included individual discussions and reflections, group planning and discussions, and group presentations. Individual candidates also wrote their teaching philosophies and math autobiographies, which were reviewed. While candidates appeared to grasp many of the aspects of the concept of similar figures and similarity, there was a lack of precision and strength in their representations. The knowledge base of the candidates in both mathematics and teaching varied. As the study progressed, candidates relied heavily on their subject matter knowledge to justify their images and ideas.
{"title":"Exploring Candidates' Initial Images of Similar Figures","authors":"C.E. Davis","doi":"10.4018/ijtepd.333516","DOIUrl":"https://doi.org/10.4018/ijtepd.333516","url":null,"abstract":"This article investigates preservice candidates' knowledge of similar figures while engaged in teacher-related mathematical tasks (TRMT) with the primary goal of developing a lesson plan on similar figures. This investigation was part of a larger study investigating candidate knowledge of what and how to teach proportional reasoning concepts while engaged in TRMT. The data collection and TRMT cycle included individual discussions and reflections, group planning and discussions, and group presentations. Individual candidates also wrote their teaching philosophies and math autobiographies, which were reviewed. While candidates appeared to grasp many of the aspects of the concept of similar figures and similarity, there was a lack of precision and strength in their representations. The knowledge base of the candidates in both mathematics and teaching varied. As the study progressed, candidates relied heavily on their subject matter knowledge to justify their images and ideas.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"1 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391332","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 sought to determine the usefulness of teacher education programs by surveying beginning teachers with up to five years of experience about their perception of the applicability of teacher education programs to actual classroom teaching. A questionnaire survey with a stratified random sampling of 1,909 senior high schools/vocational schools, junior high schools, and primary schools in Taiwan yielded 1,314 valid responses. The results showed that teacher education courses that relate to teaching techniques are more effective for actual teaching, but beginning teachers still need more opportunities for teaching practice to improve their teaching skills.
{"title":"Perceived Effectiveness of Teacher Education Programs on the Professional Competencies of Beginning Teachers","authors":"Jung-Hsuan Su","doi":"10.4018/ijtepd.326761","DOIUrl":"https://doi.org/10.4018/ijtepd.326761","url":null,"abstract":"This study sought to determine the usefulness of teacher education programs by surveying beginning teachers with up to five years of experience about their perception of the applicability of teacher education programs to actual classroom teaching. A questionnaire survey with a stratified random sampling of 1,909 senior high schools/vocational schools, junior high schools, and primary schools in Taiwan yielded 1,314 valid responses. The results showed that teacher education courses that relate to teaching techniques are more effective for actual teaching, but beginning teachers still need more opportunities for teaching practice to improve their teaching skills.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79884076","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}
I. Namukasa, M. Bertrand, Derek Tangredi, Jade Roy, Hiba Barek, Rachelle Campigotto, K. Aryee
Despite the positive impact of maker education on student learning, challenges towards its implementation in formal school settings still exist. There is limited research on maker education in teacher education programs and a lack of knowledge on how to integrate it into the mathematics classroom. To address these issues, the following research questions were examined: What is the nature of the productive design features of maker education for teacher candidates? What are the benefits and challenges of these opportunities for teacher candidates learning to teach mathematics? The methods used were a case study interlinked with design-based research. A total of 114 teacher candidates participated in the study. The research findings have implications for educators who design/implement maker education curricula into STEM courses. For educators and researchers, the maker education opportunities from this study contribute to further re-imagining learning competencies, pedagogy, and resources in teaching mathematics and other STEM disciplines.
{"title":"Reimagining the Mathematics Curriculum Through a Cross-Curricular and Maker Education Lens","authors":"I. Namukasa, M. Bertrand, Derek Tangredi, Jade Roy, Hiba Barek, Rachelle Campigotto, K. Aryee","doi":"10.4018/ijtepd.324166","DOIUrl":"https://doi.org/10.4018/ijtepd.324166","url":null,"abstract":"Despite the positive impact of maker education on student learning, challenges towards its implementation in formal school settings still exist. There is limited research on maker education in teacher education programs and a lack of knowledge on how to integrate it into the mathematics classroom. To address these issues, the following research questions were examined: What is the nature of the productive design features of maker education for teacher candidates? What are the benefits and challenges of these opportunities for teacher candidates learning to teach mathematics? The methods used were a case study interlinked with design-based research. A total of 114 teacher candidates participated in the study. The research findings have implications for educators who design/implement maker education curricula into STEM courses. For educators and researchers, the maker education opportunities from this study contribute to further re-imagining learning competencies, pedagogy, and resources in teaching mathematics and other STEM disciplines.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"16 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80850948","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}
Since an e-portfolio system was adapted at the authors' college, the faculty has been encouraged to use e-portfolios in various areas from professional development to instructional purposes. In this paper, they describe two cases of faculty to discuss how they became collaborative partners who support each other in conceptualizing e-portfolios as an instructional tool, designing learning activities for graduate courses, and they reflect on their own practices for enhancing teaching and learning based on the results from interviews, reflective essays, questionnaires and participation in broader learning communities, and a review of their signature e-portfolio assignments. Additionally, they argue how broader teamwork at the college level helped them as faculty to continue their efforts, often supported by the administration. In conclusion, the importance of faculty partnership as well as a continuous support system for faculty in adapting a new technology will be discussed.
{"title":"A Narrative Biographical Study of Faculty Collaboration in E-Portfolio Development","authors":"Jungkang Miller, Mi-Hyun Chung","doi":"10.4018/ijtepd.320520","DOIUrl":"https://doi.org/10.4018/ijtepd.320520","url":null,"abstract":"Since an e-portfolio system was adapted at the authors' college, the faculty has been encouraged to use e-portfolios in various areas from professional development to instructional purposes. In this paper, they describe two cases of faculty to discuss how they became collaborative partners who support each other in conceptualizing e-portfolios as an instructional tool, designing learning activities for graduate courses, and they reflect on their own practices for enhancing teaching and learning based on the results from interviews, reflective essays, questionnaires and participation in broader learning communities, and a review of their signature e-portfolio assignments. Additionally, they argue how broader teamwork at the college level helped them as faculty to continue their efforts, often supported by the administration. In conclusion, the importance of faculty partnership as well as a continuous support system for faculty in adapting a new technology will be discussed.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"149 4 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91125736","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 need to design learning environments (virtual, hybrid, and face-to-face) that support racial and ethnic minority students' academic success has increased tremendously. The data presented here were collected via a cross-sectional survey of 59 students at Historically Black Colleges and Universities (HBCU) as part of a more extensive study that included closed- and open-ended questions. The data were collected mid-fall 2020 semester, and data were gathered until the end of spring 2021. During this period, all activities were conducted remotely because of the pandemic. Face-to-face instruction was non-existent compared to “normal situations.” Summary statistics of the closed-ended questions highlighted the challenges students encountered in their learning environments and were further confirmed through the recurring themes identified in responses to the open-ended questions. Findings were used to recommend designing learning environments undergirded by culturally responsive teaching and a humanizing pedagogy.
{"title":"Designing Learning Environments That Support Diverse Students' Needs in a Teacher Education Program","authors":"Beverly Sande, Camille S. Burnett","doi":"10.4018/ijtepd.318417","DOIUrl":"https://doi.org/10.4018/ijtepd.318417","url":null,"abstract":"The need to design learning environments (virtual, hybrid, and face-to-face) that support racial and ethnic minority students' academic success has increased tremendously. The data presented here were collected via a cross-sectional survey of 59 students at Historically Black Colleges and Universities (HBCU) as part of a more extensive study that included closed- and open-ended questions. The data were collected mid-fall 2020 semester, and data were gathered until the end of spring 2021. During this period, all activities were conducted remotely because of the pandemic. Face-to-face instruction was non-existent compared to “normal situations.” Summary statistics of the closed-ended questions highlighted the challenges students encountered in their learning environments and were further confirmed through the recurring themes identified in responses to the open-ended questions. Findings were used to recommend designing learning environments undergirded by culturally responsive teaching and a humanizing pedagogy.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"41 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87283976","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 self-study explores a university supervisor's experiences of online teaching practicum to seek answers to the questions of what challenges she faced in online teaching practicum and what initiatives she undertook to respond to them. The data collected from the reflective journal she kept during online teaching practicum was subjected to thematic analysis. The findings revealed that she faced the challenges of avoiding communication breakdown between the mentor teachers and student teachers, the pressing need for strengthening student teachers' motivation, and offering guidance to student teachers as to teaching enjoyable and effective online lessons. The findings also revealed that she conducted continuous negotiations with both the mentor teachers and student teachers to rise to the challenges she faced, which she deemed to have a greater prominence in online teaching practicum in comparison with that in the teaching practicum carried out face-to-face.
{"title":"A Self-Study on the Challenges a University Supervisor Faced in Online Teaching Practicum and How She Met Them","authors":"Gülten Koşar","doi":"10.4018/ijtepd.317218","DOIUrl":"https://doi.org/10.4018/ijtepd.317218","url":null,"abstract":"This self-study explores a university supervisor's experiences of online teaching practicum to seek answers to the questions of what challenges she faced in online teaching practicum and what initiatives she undertook to respond to them. The data collected from the reflective journal she kept during online teaching practicum was subjected to thematic analysis. The findings revealed that she faced the challenges of avoiding communication breakdown between the mentor teachers and student teachers, the pressing need for strengthening student teachers' motivation, and offering guidance to student teachers as to teaching enjoyable and effective online lessons. The findings also revealed that she conducted continuous negotiations with both the mentor teachers and student teachers to rise to the challenges she faced, which she deemed to have a greater prominence in online teaching practicum in comparison with that in the teaching practicum carried out face-to-face.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"89 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80315607","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 qualitative study investigated teachers’ professional development (TPD) needs for teaching marginalised children who do not have access to virtual platforms in a Low and Middle Income Country (LMIC). Data were gathered using semi-structured interview schedules from different stakeholders of primary education in Bangladesh. The findings revealed that teachers have taken additional measures to online remote teaching to continue marginalised children’s education. The study also showed that teachers need to develop new skills for doing so and they took several innovative initiatives in addition to government and school provided professional development provisions to address the needs. The study concluded by indicating further scopes of TPD for remote and blended learning.
{"title":"Need for Teachers' Professional Development in a Low-Resource Context During and After COVID-19","authors":"Md. Shajedur Rahman, M. A. Siddik","doi":"10.4018/ijtepd.295547","DOIUrl":"https://doi.org/10.4018/ijtepd.295547","url":null,"abstract":"This qualitative study investigated teachers’ professional development (TPD) needs for teaching marginalised children who do not have access to virtual platforms in a Low and Middle Income Country (LMIC). Data were gathered using semi-structured interview schedules from different stakeholders of primary education in Bangladesh. The findings revealed that teachers have taken additional measures to online remote teaching to continue marginalised children’s education. The study also showed that teachers need to develop new skills for doing so and they took several innovative initiatives in addition to government and school provided professional development provisions to address the needs. The study concluded by indicating further scopes of TPD for remote and blended learning.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"52 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79315462","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 article draws on a qualitative case study of the experiences of first-year teachers in urban schools. The 16 teachers each attended the same HBCU and taught in local public schools with a high proportion of students living in poverty. The purpose of the study was to explore areas of conflict and collaboration experienced by beginning teachers that might promote change in personal views of teaching. The leading theme that emerged was that teachers expressed they struggled with classroom management and wished for more time in field experiences during their teacher education program. Implications for the preparation of preservice teachers and the mentoring of beginning teachers are described.
{"title":"Classroom Management in Urban Schools","authors":"","doi":"10.4018/ijtepd.295542","DOIUrl":"https://doi.org/10.4018/ijtepd.295542","url":null,"abstract":"This article draws on a qualitative case study of the experiences of first-year teachers in urban schools. The 16 teachers each attended the same HBCU and taught in local public schools with a high proportion of students living in poverty. The purpose of the study was to explore areas of conflict and collaboration experienced by beginning teachers that might promote change in personal views of teaching. The leading theme that emerged was that teachers expressed they struggled with classroom management and wished for more time in field experiences during their teacher education program. Implications for the preparation of preservice teachers and the mentoring of beginning teachers are described.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"3 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84246612","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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