Constraints on Development and Change to Science Teachers' Practice in Egyptian Classrooms

Johnson, Sally; Monk, Martin; Swain, Julian

doi:10.1080/02607470050007101

Cited by 30 publications

(13 citation statements)

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“…These contextual external and internal constraints all together could have directed teachers toward adopting teacher-centred pedagogies. In this regard, the findings of this study concur with those of Mansour (2007Mansour ( , 2010Mansour ( , and 2013, EL-Deghaidy (2006) and Johnson, Monk, and Swain (2000), that constraints appear to be cyclical as well as multifaceted, nested, and fluid, that could act as mediating factors which hinder the enactment of pedagogical practices such as an integrated STEM model in the classroom.…”

Section: Challenges Of the Stem Integrationssupporting

confidence: 78%

Context of STEM Integration in Schools: Views from In-service Science Teachers

EL-Deghaidy

Mansour

Alzaghibi

et al. 2017

EURASIA J MATH SCI T

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This study explores science teachers' views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers' views on the contextual factors that facilitate and hinder such pedagogy in their schools. Qualitative methodologies were used through focus group discussions and an interview protocol. From the specific contextual issues that were highlighted in the findings, was teacher self-efficacy, pedagogical-knowledge, issues related to establishing a collaborative school culture and familiarity to STEM education among school administrators, students and parents. Findings expressed teachers' concerns of their underpreparedness to enact STEM practices and illustrated that engineering is the least mentioned discipline to be integrated with science. The study ends with recommendations that could lead to develop a professional development model to enact STEM education in schools based on valuing partnership with universities and industries as a necessary step for enacting a STEM integrated model.

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Section: Challenges Of the Stem Integrationssupporting

confidence: 78%

Context of STEM Integration in Schools: Views from In-service Science Teachers

EL-Deghaidy

Mansour

Alzaghibi

et al. 2017

EURASIA J MATH SCI T

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“…In our view the good intentions of educational interventions cannot always be sustained in the classroom environment in Africa because they do not fit either with the social expectations or the level of resource available (Honig, 1996;Johnson, Monk & Swain, 2000). It is essential that innovative ideas about curriculum materials and classroom practice fit with the needs of the intended recipients and must be capable of being owned and sustained by them.…”

Section: Theorising Sustainabilitymentioning

confidence: 95%

An approach to delivering sustainable teacher development in large science classes

Johnson¹,

Scholtz

Hodges

et al. 2003

African Journal of Research in Mathematics, Science and Technol

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The research reported here is the first stage of monitoring the sustainability of the 'Teaching Science to Large Classes Project'. This project has been introducing teachers, in the Western Cape, South Africa, to paper and pencil 'Translation Activities' (TAs) as a strategy for learning science process skills within the new South African Outcomes Based Education curriculum. By January 2001, 24 sets of TAs complete with teachers' guidance notes had been produced and compiled into four Learning Area Programmes suitable for a complete year of work in the Senior Phase. Two thousand booklets of this resource were reproduced by the Western Cape Education Department and distributed to all primary and secondary schools during a series of training workshops. This paper reports, survey and interview data monitoring the uptake by teachers of this provision. The appropriateness of the intervention and modes of dissemination are discussed in the context of an evolutionary model of teacher development and in relation to future sustainability of the innovation.

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“…3. teori tugas pengayaan. Pekerja lebih produktif ketika pekerjaan mereka bervariasi dan menantang (Johnson, 2006). Demikian, hal ini mungkin bias dijadikan sebagai refrensi kedepan untuk meningkatkan motivasi bagi para pendidik maupun calon-calon pendidik, sehingga dapat meningkatkan kualitas pendidikan.…”

Section: Pembahasanunclassified

Delapan Cara Pembinaan Motivasi Di Kalangan Pendidik

Syafril¹,

Ishak²,

Erlina³

et al. 2017

Preprint

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Pembinaan motivasi sangat perlu bagi pendidik untuk membentuk pribadi yang professional dalam dunia pendidikan. Motivasi merupakan penopang bagi pendidik, karena pendidik merupakan figur utama umtuk mencapai kesuksesan belajar. Penelitian ini bertujuan untuk melihat cara pembinaan motivasi di kalangan pendidik Fakultas Tarbiyah dan keguruan Universitas Islam Negeri (UIN) Raden Intan Lampung, Indonesia. Penelitian dijalankan menggunakan pendekatan kualitatif (case multi-site exsploratory case study), melibatkan 7 orang pendidik yang berpengalaman, subjek dipilih melalui teknik "porposive sampling". Data dikumpulkan melalui wawancara secara mendalam (indepth interview), dan dianalisis secara tematik berbantukan software NVIVO 10. Hasil penelitian menunjukkan terdapat delapan komponen dalam pembinaan motivasi, yaitu (i) usaha secara maksimal, (ii) melihat tantangan sebagai peluang, (iii) perencanaaan, (iv) disiplin dan konsisten, (v) belajar dari keberhasilan orang lain, (vi) belajar dari kegagalan diri sendiri, (vii) tujuan harus jelas, dan (viii) amanah. Selanjutnya, hasil penelitian dibincangkan secara mendalam dengan berbagai hasil penelitian sebelumnya.

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Constraints on Development and Change to Science Teachers' Practice in Egyptian Classrooms

Cited by 30 publications

References 0 publications

Context of STEM Integration in Schools: Views from In-service Science Teachers

Context of STEM Integration in Schools: Views from In-service Science Teachers

An approach to delivering sustainable teacher development in large science classes

Delapan Cara Pembinaan Motivasi Di Kalangan Pendidik

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