Implementing innovative teaching methods in the digital environment

Glotova, Tatiana; Kolchugina, Irina

doi:10.1051/shsconf/20219901024

Cited by 2 publications

(2 citation statements)

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“…The respondent recommends to realize the teaching of technical subjects in such a way that the teacher prepares the theoretical basis for the teaching, most often in the form of a PowerPoint presentation, recommends to the pupils, if necessary, online videos on the given issue, and subsequently uses problem-based methods during the teaching, specifically the solution of case studies, tests and worksheets, when pupils work not only with the information they have studied at home in the theoretical background, but they can also search for information directly in the classroom on the Internet. These recommendations are also confirmed by Sari (2020) [59], Tomasik et al (2021) [60], Kousloglou (2023) [61] or Dignath, (2021) [62] and Glotova & Kolchugina (2021) [63].…”

Section: Code 4: Recommendationsmentioning

confidence: 72%

Are Activation Teaching Methods Really Effective?

Gabrhelová

Čepelová

2022

HighTech. Innov. J.

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The primary aim of the presented paper is to demonstrate the effectiveness of activation teaching methods in the teaching of technical subjects at secondary vocational schools through pedagogical research using a pedagogical experiment. The effectiveness of the activation teaching methods is demonstrated in the Integrated Rescue System subject taught in the field of Security and Legal Activity. The object of the research are pupils who were 2nd year pupils in the 2019/2020 school year, as well as teachers of the analyzed subject. The pedagogical experiment was carried out in three consecutive years, namely in the school years 2019/2020, 2020/2021 and 2021/2022. The presented paper has the classic structure of a scientific work; it is divided into a theoretical and an analytical part. We processed the theoretical part of the work using secondary analysis. Pedagogical research was used in the analytical part of the work. Both qualitative and quantitative pedagogical research were used. Qualitative pedagogical research was carried out using a semi-structured interview with open questions. Observation was also used. The quantitative part of the pedagogical research was carried out using a standardized questionnaire. Another method of quantitative pedagogical research was the pedagogical experiment, i.e., its implementation led to obtaining outputs of a quantitative nature. When evaluating the results of pedagogical research of a quantitative nature, we used mathematical-statistical methods for our chosen variables, which were not only processed, but also analyzed through the statistical program SPSS Statistics 22.0. We proved through a pedagogical experiment of a longitudinal nature that activation teaching methods are really effective in teaching technical subjects at secondary vocational schools, while within the framework of that pedagogical experiment it was proved that it is possible to apply activation teaching methods very effectively in the so-called flipped classroom model, which we present as suitable for effective activation teaching of secondary school pupils. Doi: 10.28991/HIJ-2022-03-04-06 Full Text: PDF

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Section: Code 4: Recommendationsmentioning

confidence: 72%

Are Activation Teaching Methods Really Effective?

Gabrhelová

Čepelová

2022

HighTech. Innov. J.

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“…Although, these changes are cumbersome to evaluate because they are implemented gradually. PD for teachers in SHS enables them to be more efficient in their course assessment and presentations by introducing educators to the current modes of lesson delivery, record keeping, and evaluation styles (Caratiquit & Pablo, 2021; Glotova & Kolchugina, 2021).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

Ma,

Oteng Agyeman,

Kwasi Sampene

et al. 2023

Sage Open

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The critical role of the educational sector in improving and reforming society and the world has aroused the interest of governments and agencies to exert substantial financial resources to reduce the financial burden of parents in educating children and attaining a holistic approach to national development. This paper evaluates the impact of variables such as professional needs, form of training, duration period, perceived impact, and feedback effect on teacher professional development (PD) in Ghana. To facilitate the study objective, we used a survey design approach to collect data from 400 teachers in the Central region of Ghana. This paper adopted PLS-SEM for analysis. The study concludes that: (1) The duration period of PD training significantly affects teacher feedback effect and professional needs. (2) Feedback effect from teachers has a significant effect on PD. (3) The form of training that teachers receive has a direct effect on PD. (4) Perceived impact influences feedback effect and PD. (5) Teachers’ professional needs impact their feedback effect. To achieve the target goals, stakeholders, teachers, and PD planners for SHS, must ask more specifically from teachers about what knowledge or content they would like to learn and their prioritized mode of training and duration period needed.

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Implementing innovative teaching methods in the digital environment

Cited by 2 publications

References 1 publication

Are Activation Teaching Methods Really Effective?

Are Activation Teaching Methods Really Effective?

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

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