Teacher Attitudes toward Alternative Professional Development in Geography

Brysch, Carmen P.

doi:10.1080/00221341.2019.1706621

Cited by 2 publications

(2 citation statements)

References 32 publications

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“…In studies pertaining to geography education and other disciplines, researchers identify and discuss various individual and collaborative SDPD activities. These include community engagement, conducting independent research, asking advice from colleagues, leading a school project, researching and experimenting with new or alternative teaching and learning strategies (SACE, 2018), co-planning and coteaching (Hill & Jones, 2017), involvement in action research (Bednarz, 2007;Mondal, 2014), collaborating with colleagues (Govender, 2015;Grosemans, Boon, Verclairen, Dochy & Kyndt, 2015;Hill & Jones, 2017), video-based professional development (Boehm et al, 2012), peer classroom observations (Hamilton, 2013;Hill & Jones, 2017), web-based professional development that includes visiting educationfocused blogs, wikis and podcasts (Brysch, 2020), communities of practice (Chalmers & Keown, 2006) https://doi.org/10.46622/jogea.v5i1.3992 and professional geography learning groups (Goldschagg & Wilmot, 2020).…”

Section: Geography Teachers' Involvement In Self-directed Professiona...mentioning

confidence: 99%

The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities

Golightly

2022

JoGEA

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This study explores the relationship between teaching experience of geography teachers and their involvement in self-directed professional development (SDPD) activities to enhance their geography knowledge, skills and attitudes, understanding and development in the geography curriculum areas, as well as teaching and learning practices. A non-experimental survey design was employed in the study. Grade 10 to 12 geography teachers (n = 130) from the Dr Kenneth Kaunda and Bojanala Platinum districts in the North West province in South Africa with different amounts of teaching experience in geography education who attended the scheduled geography meeting with their respective subject advisors, completed a questionnaire on SDPD activities in geography education, developed by the researcher. The analysis of the results did not establish any relationship between geography teachers’ teaching experience and their involvement in SDPD activities. In this study the practical significance was calculated to indicate whether the difference between the geography teachers with different teaching experiences and their involvement in SDPD activities is large enough to have an effect in practice. Medium to small practically significant differences between early-, mid- and late-career geography teachers’ involvement in reading articles and books, watching videos, consulting role-players and experimentation were reported. Interestingly, medium practically significant differences were reported between mid-career and late-career geography teachers in conducting self-directed research in geomorphology, development geography and geographical information systems.

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Section: Geography Teachers' Involvement In Self-directed Professiona...mentioning

confidence: 99%

The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities

Golightly

2022

JoGEA

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“…In this context, blended learning practices meet the needs of teachers and learners. It offers teachers much more flexibility than face-to-face classes since barriers to attendance arising from time or location constraints either are removed or reduced (Brysch, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teaching writing skills in EFL classes with blending learning

Ataizi

Kömür²

2021

Journal of Educational Technology and Online Learning

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Blended learning has become an emerging trend in the field of education and has caught the attention and interest of many researchers as a new approach to encourage students in their learning process, especially during COVID-19 disruption. Blended learning is also known as 'hybrid learning', 'mixed-learning or 'flipped learning' in the literature. The purpose of this study was to investigate the effect of blended learning for improving EFL students', from the eleventh grade, English writing skills and the student's perception of the blended learning environment at a high school. In this study, a mixed-research method was used. The quantitative data was collected through an online questionnaire, pre-test, and post-test writing scores written by 92 participants, and the qualitative data was gathered through semi-structured interviews with 8 volunteer participants. Data were analyzed with SPSS t-tests and content analyses. The research findings showed that blended learning had a significant effect in improving participants' writing skills. Participants significantly outperformed in writing exams. The participants had a positive attitude and perspective towards using blended learning in EFL classes. The limitations of blended learning highlighted by the minority of the participants were the burden of the online activities and lack of internet or mobile device accessibility. Further research on blended learning models in EFL classes in the K-12 context is highly recommended.

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Teacher Attitudes toward Alternative Professional Development in Geography

Cited by 2 publications

References 32 publications

The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities

The relationship between the teaching experience of South African geography teachers and their involvement in self-directed professional development activities

Teaching writing skills in EFL classes with blending learning

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