Analytical reflection on teachers' practical knowledge: A case study of exemplary teachers in an educational reform context

Chaharbashloo, Hossein; Gholami, Khalil; Aliasgari, Majid; Talebzadeh, Hossein; Mousapour, Nematollah

doi:10.1016/j.tate.2019.102931

Cited by 22 publications

(14 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These impacts have implications for two factors; firstly, it changes the teacher's concept in the Islamic world, which is still a formal and professional competition (Chaharbashloo, et al, 2020;. However, in the current education crisis, outstanding teachers are those that persistently visit students for religious guidance and healing from psychosocial trauma.…”

Section: Recitingmentioning

confidence: 99%

Home Visit: The Rejection of Forced Online Learning by Islamic Religious Education Teachers During the COVID-19 Pandemic

Suyadi

Huda²

2022

Tarbiyatuna

View full text Add to dashboard Cite

Online learning has caused psychosocial trauma and decreased students’ achievement during the Covid-19 pandemic, hence, Islamic Education (IE) teachers conducted home visits as an alternative learning activity. Therefore, this study aims to analyze the teachers' rejection of online learning and discusses a new model of home visits. This is a qualitative study with a phenomenology approach, and the participants were Islamic Education Teachers in the Yogyakarta Special Region, Indonesia. The data were collected through observation, interview, as well as online documentation, and analyzed using description, interpretation, and meaning creativity. The results showed online learning during the pandemic was carried out regardless of the students' mental health. Furthermore, the home visit program encompasses Islamic religion learning and therapy, especially for those suffering from psychosocial trauma. This visit can be adapted to solve more complex students’ psychosocial conditions even after the Covid-19 pandemic.

show abstract

Section: Recitingmentioning

confidence: 99%

Home Visit: The Rejection of Forced Online Learning by Islamic Religious Education Teachers During the COVID-19 Pandemic

Suyadi

Huda²

2022

Tarbiyatuna

View full text Add to dashboard Cite

show abstract

“…This may also be unique but not as dependent on the individuality of the teacher, rather on the whole teaching-learning situation, which may occur in the classroom. The third characteristic, reflective [21,22], may be individual again depending on the length and richness of the teacher's work experience. The fourth, guiding teaching practice reflects the principles, but also beliefs and habits in teachers, that guide their teaching practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills

2021

View full text Add to dashboard Cite

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied.

show abstract

“…While they may be weak at knowledge-sharing (as one of the common aspects of professional culture), the National Curriculum Document as the latest curriculum reform (2011 to date) may exacerbate this weakness. Through implementing the reforms intended in this document, the syllabi and content of the textbooks, as well as the teaching–learning strategies, teacher guides and instructions, and in-service teacher training programs transformed considerably (Chaharbashloo et al, 2020). This situation initially reflects the high level of expectations for teachers who pursue the provisions of the new education philosophy as explicated in the document.…”

Section: Introductionmentioning

confidence: 99%

“…According to the formal requirements, primary school teachers generally teach all of the major subjects within one classroom in one year (Chaharbashloo et al, 2020). They must also create an attractive environment and use proper strategies and tools to keep students interested and engaged in different subjects.…”

Section: Introductionmentioning

confidence: 99%

Breaking down the walls of weak knowledge-sharing among Iranian teachers: Investigating a less-considered leadership role of principals

Zeinabadi¹

2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

One of the common aspects of professional culture is that teachers share their knowledge and experience only occasionally. However, principals can significantly contribute to reducing this weakness by demonstrating knowledge-sharing in their leadership role. It is critical for Iranian principals to play this role because there is some weakness among teachers due to certain context-specific conditions. The existing knowledge about this vital role is very scarce and cannot provide a complete and clear picture. The purpose of this study is to investigate this less-considered role in the context of Iranian primary schools. To this end, a basic qualitative approach was adopted. Using constant comparative analysis of the data obtained from interviews with successful principals, seven categories of themes emerged for knowledge-sharing leadership. This study not only supports the assertion that the principal’s role in knowledge-sharing is indisputable but also contributes to the school leadership literature. Along with its implications for training programmes for principals, this study has several suggestions for theory and research.

show abstract

Analytical reflection on teachers' practical knowledge: A case study of exemplary teachers in an educational reform context

Cited by 22 publications

References 53 publications

Home Visit: The Rejection of Forced Online Learning by Islamic Religious Education Teachers During the COVID-19 Pandemic

Home Visit: The Rejection of Forced Online Learning by Islamic Religious Education Teachers During the COVID-19 Pandemic

The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills

Breaking down the walls of weak knowledge-sharing among Iranian teachers: Investigating a less-considered leadership role of principals

Contact Info

Product

Resources

About