A generative professional development program for the development of science teacher epistemic orientations and teaching practices

Bae, Yejun; Hand, Brian; Fulmer, Gavin W.

doi:10.1007/s11251-021-09569-y

Cited by 15 publications

(7 citation statements)

References 48 publications

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“…It can then make the course more interesting and encourage students to enroll on their own. In the continuous and repeated alternation of "generation" and "development and utilization" of resources, generative teaching promotes the continuous generation and construction of students' individual knowledge, according to document [23]. The key to the practice of generative teaching is determining whether generative resources can be better developed and utilized.…”

Section: Literature Reviewmentioning

confidence: 99%

Physical Educatity on Curriculum and Physical Education Model Based on Smart Classroom and Mobile Computing

Liu

2022

Wireless Communications and Mobile Computing

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Physical education is an essential part of a child’s education. With the extensive reform of education in recent years, the old physical education teaching mode now faces a situation of low teaching efficiency, low student learning efficiency, low student interest, and lack of classroom participation, which is incompatible with the spirit of modern education and the needs of social development. Smart classrooms are emerging to meet the demands of the new curriculum reform. Smart classroom teaching is a good teaching concept: physical education teaching should reflect experience, generation, innovation, and morality. In physical education, the situational teaching method is a new teaching mode. It replaces the old boring and assembly-line teaching method with a method that allows students to take control of the classroom. Smart classrooms have emerged as a new hot spot in school information teaching due to the rapid development and widespread application of the new generation of information technology, as well as the deepening integration of information technology and teaching.

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Section: Literature Reviewmentioning

confidence: 99%

Physical Educatity on Curriculum and Physical Education Model Based on Smart Classroom and Mobile Computing

Liu

2022

Wireless Communications and Mobile Computing

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“…Epistemic orientation is conjectured to comprise a continuum from replication to constructivism (Weiss et al, 2022). Teachers with an epistemic orientation towards constructivism tend to provide students with more opportunities to construct their knowledge and engage students in epistemic science practice (Bae et al, 2022). Also, such teachers will be aware that students are active agents in knowledge construction and have the power to shape knowledge production (Stroupe, 2014;Miller et al, 2018).…”

Section: Measuring Epistemic Orientationmentioning

confidence: 99%

The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF)

Ding,

Fulmer,

Hoffman

et al. 2023

Front. Educ.

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The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each factor of EOS-SF, longitudinal invariance models were conducted. Partial measurement invariance was obtained for each of the four factors of EOS-SF. This study provides an example of ongoing instrument development in the field of applied assessment research.

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“…Pendidikan di abad 21 menekankan kualitas guru yang professional yang bertujuan untuk menciptakan siswa yang unggul dan mutu pendidikan yang lebih baik (Hofmann, 2019;Bae et al, 2022). Untuk membangun profesionalismenya, setiap guru harus terus belajar dan berkembang dalam profesinya.…”

Section: Pendahuluanunclassified

Membangun Guru yang Profesional melalui Pengembangan Profesionalisme Guru dalam Penerapan Profesinya

et al. 2022

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Guru adalah suatu profesi yang menuntut kompetensi khusus dan tidak bisa dilaksanakan jika orang tersebut tidak terlatih dalam bidang pendidikan. Guru yang professional menjadi elemen penting dalam menciptakan pembelajaran yang lebih efektif dan siswa yang lebih baik. Pendidikan di abad 21 menekankan kualitas guru yang professional yang bertujuan melahirkan kualitas pendidikan yang lebih baik dan siswa yang unggul. Untuk itu, penelitian ini bertujuan untuk memberikan langkah-langkah strategis dalam membangun guru yang profesional. Metode penelitian yang digunakan yaitu studi kepustakaan dan dilakukan pengumpulan data dengani studi literatur terhadap penelitian terdahulu yang relevan. Hasil penelitian menunjukkan terdapat 4 keterampilan yang harus dimiliki guru yang profesional yaitu memiliki pengetahuan yang tinggi, memiliki kemampuan mentransmisikan pengetahuan, memahami perkembangan peserta didik, dan memiliki inovasi dan selera humor yang tinggi. Selain itu, guru profesional juga harus memiliki 4 kompetensi yaitu pedagogic, sosial, kepribadian, dan profesional. Untuk mencapai keempat kompetensi tersebut diperlukan empat langkah diantaranya pelatihan yang berkesinambungan, senantiasa melakukan inovasi baru, membentuk kelompok diskusi, dan mempunyai dukungan

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A generative professional development program for the development of science teacher epistemic orientations and teaching practices

Cited by 15 publications

References 48 publications

Physical Educatity on Curriculum and Physical Education Model Based on Smart Classroom and Mobile Computing

Physical Educatity on Curriculum and Physical Education Model Based on Smart Classroom and Mobile Computing

The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF)

Membangun Guru yang Profesional melalui Pengembangan Profesionalisme Guru dalam Penerapan Profesinya

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