Developing Adaptive Teaching Competency through coaching

Vogt, Franziska; Rogalla, Marion

doi:10.1016/j.tate.2009.04.002

Cited by 189 publications

(140 citation statements)

References 18 publications

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“…In addition, online resource has been challenging task to provide an appropriate way since sometimes such massive data provided is not adjusted yet with a balance towards the teacher's professional skills and developments [19,20,21]. With regard to the way to accessing information and online sources available by online amongst the students, teacher or instructor can give the keyword about the certain topic, so students may search for themselves such information needed.…”

Section: Introductionmentioning

confidence: 99%

Exploring Adaptive Teaching Competencies in Big Data Era

Huda¹,

Maseleno

Shahrill³

et al. 2017

Int. J. Emerg. Technol. Learn.

128

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Abstract-in the last decade, the adoption of digital tool to support educational process has been emerged among the universities around the world. In big data era, the demand to utilize it in adaptive teaching should be considered to enable the teaching performance especially in accessing the resources. This paper aims to explore the framework model as a way for teachers in adapting big data to help their teaching performance especially in accessing the resources. The literature review was conducted from peer review journals, books and conferences. The findings reveal that process and management skills should be engaged into adaptive teachings competencies. It included commitment in planning, time management, and technology skills. This study is expected to contribute in strengthening teaching performances in the application guideline in the big data era to support assessing the multi-channels of sources of knowledge to extract new insights of value in exploring the adaptive teaching competencies.Keywords-Adaptive teaching competency, big data, Process and management skills 68

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Section: Introductionmentioning

confidence: 99%

Exploring Adaptive Teaching Competencies in Big Data Era

Huda¹,

Maseleno

Shahrill³

et al. 2017

Int. J. Emerg. Technol. Learn.

128

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“…It reveals that heterogeneity in our schools plays an increasingly important role in all school subjects. One possibility for properly dealing with the heterogeneity is diagnostics, which is currently a main field in education research, (e.g., [1][2][3]). …”

Section: Introductionmentioning

confidence: 99%

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Tolsdorf

Markic

2017

Education Sciences

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Diagnostic competence is an important skill of professional teachers and is a part of Pedagogical Content Knowledge (PCK). Because increasing heterogeneity and diversity characterize our schools, diagnostic competence plays a prominent role in teacher pre-and in-service courses. At our university, two modules are focused on examining student teachers' diagnostic competence in chemistry. The present paper describes a cross-level case study analyzing three groups of student teachers in different phases of their university teacher training program. The study is based on a qualitative research study with a total of 108 participants. The results show both positive and negative developments in teacher trainees' diagnostic competence. They show that attitudes and beliefs about heterogeneity can be changed from a rather negative viewpoint to a more positive one. The results will be presented and discussed below. Suggestions for further development will be given.

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“…Across activities, teachers have to structure, group students, and flexibly manage the design and ordering of the activities (Dillenbourg & Jermann, 2010). Within activities, teacher support should be contingent, that is, adapted to the needs of an individual student or a group of students (Kaendler, Wiedmann, Rummel, & Spada, 2015;Vogt & Rogalla, 2009). The core of these competencies is that teachers must constantly be aware of the activities students engage in and the progress students are making, in order to be able to make informed decisions.…”

Section: Teacher Orchestration Of the Classroommentioning

confidence: 99%

Measuring teacher sense making strategies of learning analytics: a case study

Leeuwen

Wermeskerken

Erkens

et al. 2017

Learning: Research and Practice

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Teacher orchestration of the classroom is a demanding task because of the multitude of activities and the rapid pace at which these activities occur. Teachers must constantly be aware of the activities students engage in and the progress students are making, in order to be able to make informed decisions. Recent years have seen the development of learning analytics (LA) to support teachers, in the form of interfaces that capture and visualise data about learner activities. LA are hypothesised to deliver actionable knowledge, because the provided information would enable teachers to immediately translate the information into concrete intervention of some kind. This paper provides a short discussion of the hypothesised affordances of LA for supporting teachers, and subsequently, a case study is presented in which a teacher's sense making strategies of LA were investigated within a digital environment, which enabled the teacher to monitor and regulate the activities of five collaborating groups of students. Besides automatically logged teacher behaviour, eye tracking was used to examine eye movements, and cued retrospective reporting was used to evaluate the choices and decisions made by the teacher. The case study is used to discuss directions for future research concerning learning analytics to support teachers. ARTICLE HISTORY

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Developing Adaptive Teaching Competency through coaching

Cited by 189 publications

References 18 publications

Exploring Adaptive Teaching Competencies in Big Data Era

Exploring Adaptive Teaching Competencies in Big Data Era

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Measuring teacher sense making strategies of learning analytics: a case study

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