Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development

Voon, Xin Pei; Wong, Lung-Hsiang; Chen, Wenli; Looi, Chee-Kit

doi:10.1007/s12564-019-09587-z

Cited by 12 publications

(4 citation statements)

References 35 publications

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“…Matherson and Windle (2017) discovered teachers desire interactive, engaging, and relevant professional learning opportunities for their students. Voon et al (2019) found active participation in learning and selfgrowth, when linked to teachers' work place needs and practices, has a significant positive impact on sustained growth in instructional methodologies. Researchers have underscored professional development is multidimensional and must emphasize active participation and hands-on experience rather than abstract discussions (Dhendup et al, 2021;Lo, 2021;Matherson & Windle, 2017;Powell & Bodur, 2019).…”

Section: Rethinking Teacher Developmentmentioning

confidence: 98%

“…An extensive teaching and learning structure supporting student learning outcomes must include welldesigned professional development (Ajani, 2020;Darling-Hammond et al, 2017;Ibrahim & Kavlu, 2020;Powell & Bodur, 2019). Voon et al (2019) found experiential learning has a positive impact on teachers, helping them (a) acquire new pedagogy, (b) improve knowledge and skills in the content area, and (c) nurture reflective practices when designing and implementing lessons. Private school leaders fail to leverage adequate support to ensure every educator's benefits from highly effective professional development.…”

Section: Rethinking Teacher Developmentmentioning

confidence: 99%

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Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Ockerman,

Bagui

2024

IJCE

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The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data was collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

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Section: Rethinking Teacher Developmentmentioning

confidence: 98%

Section: Rethinking Teacher Developmentmentioning

confidence: 99%

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Ockerman,

Bagui

2024

IJCE

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“…I presents the role of CT dimensions in fostering students' CT competencies. Teachers are the ‗change agents' in the teaching reform process who decide on the critical aspects of learning and shape the nature of classroom instruction to make learning visible for students [59].…”

Section: B Framework Of Ct-argumentation: Incorporation Of Computatio...mentioning

confidence: 99%

Developing Computational Thinking Competencies through Constructivist Argumentation Learning: A Problem-Solving Perspective

Voon¹,

Wong²,

Wong³

et al. 2022

IJIET

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Argumentation is a scientific literacy practice focused on developing scientific thinking skills associated with problem-solving. As computing has become an integral part of our world, computational thinking skills are requisite for successful problem-solving. The significant effect of computational thinking applications on the efficacy of scientific literacy practices is increasingly acknowledged. In this article, we propose a framework that conceptualizes the constructivist argumentation as a context for problem-solving by applying five computational thinking dimensions, viz. algorithmic design, decomposition, abstraction, evaluation, and generalization. The framework emphasizes two aspects, students’ problem-solving capability and quality of argumentation. Drawing from the literature on scientific argumentation and problem-solving, we argue that the application of computational thinking dimensions in science learning is currently overlooked in the instructional environment. To nurture higher order thinking skills and to engage effective problem-solvers, our framework incorporates four Computational Thinking-Argumentation design principles to support instructional innovation in the teaching and learning of science at the secondary school level, viz. 1) developing problem-solving competencies and building capability in solving uncertainties throughout scientific inquiry; 2) developing creative thinking and cooperativity through negotiation and evaluation; 3) developing algorithmic thinking in talking and writing; 4) developing critical thinking in the processes of abstraction and generalization.

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“…When teachers complete multiple cycle iterations, their learning experience will increase in complexity. The accumulated and enriched learning experience helps foster a reflective learner's growth (Voon et al, 2019).…”

Section: Computational Thinking Development Through Experiential Lear...mentioning

confidence: 99%

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

Voon¹,

Wong²,

Wong³

et al. 2022

RPTEL

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Computational thinking (CT) is one of the skills that are critical for problem-solving in a technology-driven society. Although the importance of CT as a goal in education is increasingly acknowledged, there is scant research on developing pre-service teachers’ CT competencies so that they can integrate CT in their lesson design. In this study, drawing from the experiential learning framework, we discuss the design of a module using a novel approach that is a hybridisation of plugged and unplugged CT approaches. The aim is to facilitate pre-service teachers in making connections between CT and their teaching contexts. Thirty-eight pre-service teachers attended the CT module for twelve weeks. The results indicated that the participants developed better CT competencies by integrating, justifying and reflecting CT in their lesson design. This study demonstrates the importance of providing a practical CT module to conduct unplugged activities for pre-service teachers, especially for those without prior computing knowledge, before introducing CT in the context of programming.

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Principled practical knowledge in bridging practical and reflective experiential learning: case studies of teachers’ professional development

Cited by 12 publications

References 35 publications

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Developing Computational Thinking Competencies through Constructivist Argumentation Learning: A Problem-Solving Perspective

Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches

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