Innovative Work Activity of Science Teachers: the Pathway from New Ideas Generating to Sharing

doi:10.13187/ejced.2021.1.187

Cited by 2 publications

(1 citation statement)

References 8 publications

(17 reference statements)

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“…As a result, Thai educators assume a variety of roles, including those of learner, leader, and innovator, to facilitate effective learning management. To put it another way, instructors are able to apply their expertise to the process of cultivating students' abilities as learners, leaders, and innovators (Wisetsat & Nuangchalerm, 2019;Peciuliauskiene & Kaminskiene, 2021).…”

Section: Introductionmentioning

confidence: 99%

Competencies of New Teachers in Learning Management in Teacher Production for Local Development

Polyiem¹,

Nuangchalerm

2023

JCT

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The goals of this study were twofold: 1) to enhance the learning management competence of novice teachers in the teacher production for local development; and 2) to investigate the opinions of novice teachers toward the learning management competence based on the teacher production for local development. The key informants consisted of 84 teachers from 12 different academic disciplines working in the network for Thailand's lower northeastern region. A questionnaire for interviews and a test of one's competence in learning management were used as study tools. Mean and standard deviation were the two types of statistics used in the examination of quantitative data. According to the findings, the total level of competence in learning management was already rather high after the first round, and it reached its highest possible level after the second round. New instructors increased their skills in learning management and were able to use their newly acquired knowledge when constructing learning activities depending on the learning goals, topics, and ages of their students. In addition to this, students were able to employ teaching and learning management abilities appropriate for the 21st century, which included educational quality enhancement.

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Section: Introductionmentioning

confidence: 99%

Competencies of New Teachers in Learning Management in Teacher Production for Local Development

Polyiem¹,

Nuangchalerm

2023

JCT

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From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations

DeLuca,

Holden,

Rickey

2024

British Educational Res J

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We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ innovative responses to these challenges. Data are drawn from 168 qualitative responses to a baseline assessment innovation survey across 10 Canadian provinces and territories as well as 10 other international jurisdictions. Eight themes were identified related to teachers’ assessment challenges and innovations, including: negating innovation, the emotions of assessment, grade obsession and the gradeless spectrum, conflicting orientations towards assessment, the use of ‘assessment talk’, data overload, equitable assessment and actions that make learning and assessment visible. These findings directly support the widespread goal of implementing assessments that effectively and consistently serve student learning. The paper concludes with a discussion on how teachers move from facing assessment challenges to engaging in assessment innovations.

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Innovative Work Activity of Science Teachers: the Pathway from New Ideas Generating to Sharing

Cited by 2 publications

References 8 publications

Competencies of New Teachers in Learning Management in Teacher Production for Local Development

Competencies of New Teachers in Learning Management in Teacher Production for Local Development

From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations

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