Teacher learning from supplementary curricular materials: Shifting instructional roles

Matewos, Ananya M.; Marsh, Julie A.; McKibben, Susan; Sinatra, Gale M.; Le, Q; Polikoff, Morgan S.

doi:10.1016/j.tate.2019.04.005

Cited by 10 publications

(8 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is a fact that teaching profession needs to be more connected to research regarding educational procedure and also to teachers' points of view on teaching practicing (see also Rey & Gaussel, 2016;Valeeva & Gafurov, 2017;Sonia, 2017), since teachers as professionals have many simultaneous tasks (see also Golden, 2018;Matewos, Marsh, McKibben, Sinatra, Le, & Polikoff, 2019). Considering especially ICT (or Computer science or Computing or Informatics) teachers, among the usual tasks and roles of every teacher, they have additionally to think about the renewal of their knowledge and skills, which is persistently required, in order for them to feel adequate to cope with nowadays society's technological progress (see also Kallia & Sentance, 2017;Cakir & Yildirim, 2013).…”

Section: Resultsmentioning

confidence: 99%

How Ict Teachers Feel About Teaching: A Comparative Study Between Greece and Indonesia

Paraskevopoulou-Kollia

Kurniasih

Michalakopoulos

2021

EJES

View full text Add to dashboard Cite

The issue of Computer Science entering schools first appeared during the ’60s. The first academic Computer Science Department was founded during this decade at Purdue University and was followed by a second one at Stanford University. As far as the other levels of educational systems are concerned the wide introduction of computers into schools started during the ’80s. This paper refers to a comparative small scale qualitative research that took place between two countries: Greece and Indonesia. It compares Greek and Indonesian Computer Science teachers’ views on whether the Computer Science (or ICT or Computing or Informatics) course improves students’ lives and could in general assist in teaching. Both Greece and Indonesia have included the course of Information and Communication(s) Technologies (ICT) in the curricula of their primary and secondary education levels. Data were collected through interviews (semi-structured and e-mail ones). We interviewed eleven (11) Greek and twenty (20) Indonesian Computer Science (or ICT or Computing or Informatics) teachers. For each country we carefully studied participants’ answers, we categorized and analyzed them in order to obtain reliable results. Then we compared the two countries’ results so as to find similarities and differences between them. After this comparison we drew the conclusion that the points of view of teachers coming from the two aforementioned countries are almost the same. Participants declared that they see teaching as a positive procedure and that they also consider ICT (or Computer Science or Computing or Informatics) course as important for their pupils’/students’ lives. Article visualizations:<img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" />

show abstract

Section: Resultsmentioning

confidence: 99%

How Ict Teachers Feel About Teaching: A Comparative Study Between Greece and Indonesia

Paraskevopoulou-Kollia

Kurniasih

Michalakopoulos

2021

EJES

View full text Add to dashboard Cite

show abstract

“…The in-depth analysis of teachers' MUA map will become food for thought and self-reflection towards more effective use of the materials. Wehypothesize that individual teacher's personalized patterns of materials use, which are constructed through reflections on their MUA maps over time, will constitute their curriculum thinking, or curriculum literacy (Steiner, 2018) and foster teacher learning through materials use (Matewos et al, 2019). Second, at the collective level, the MUA map will allow a cohort of teachers using similar materials to cross-analyze the ways of materials use in similar teaching contexts.…”

Section: Discussionmentioning

confidence: 99%

Making materials use in language classrooms visible: Evidence from two university English teachers in China

Zhan

Hongshun

2021

Cogent Education

View full text Add to dashboard Cite

“…Pure explanation also doubts the student-centred teaching. If a teacher is not open to students making mistakes, a shift from teacher-centred teaching is not likely to happen [27]. Lazonder and Harmsen [48] add that although the results show a better performance of students in guided rather than in unguided inquiry, nonetheless guiding actually means stimulating the students' sense of responsibility for their own learning which is an important element in inquiry-based science instruction [8].…”

Section: Discussionmentioning

confidence: 99%

“…Facilitating, inspiring and awakening the curiosity of students are mixed with giving information beforehand or by immediately correcting any, even potential, mistakes made by the students. This kind of pedagogy illustrates primarily teacher-centred teaching [27]. Teachers seem to be selective in choosing recommended forms of teaching based on their familiarity with their previous practice [28].…”

Section: Teachers' Role In Developing Scientific Literacymentioning

confidence: 99%

Importance of Teachers’ Beliefs in Development of Scientific Literacy

Kotuľáková

2019

Chemistry-Didactics-Ecology-Metrology

View full text Add to dashboard Cite

Science teachers communicate curricula goals to their students, prepare teaching situations and lead their students through them in order to learn science. The purpose of this study was to identify the beliefs of teachers about teaching and learning, specifically, what the teachers focus on, how they comprehend knowledge and their role in the process of learning since they can promote or hold back development of scientific literacy. Q methodology was used to investigate the beliefs of 65 science teachers by having them rank and sort a series of 51 statements. Factor analysis was used to identify identical patterns. The analysis showed that the teachers held four types of dominant beliefs about the effectiveness of science instruction and some common feature which have potential to influence educational process. Teachers concentrate on covering the content even if they declare the importance of personal construction, feel responsible for students’ learning and its outcomes. Despite stressing the activity of the students, the teachers did not emphasize particular science process skills and scaffolding process. The findings of the study suggest that systematic trainings focused on the nature of science and the scaffolding process would be beneficial for teachers in all identified factors.

show abstract

Teacher learning from supplementary curricular materials: Shifting instructional roles

Cited by 10 publications

References 67 publications

How Ict Teachers Feel About Teaching: A Comparative Study Between Greece and Indonesia

How Ict Teachers Feel About Teaching: A Comparative Study Between Greece and Indonesia

Making materials use in language classrooms visible: Evidence from two university English teachers in China

Importance of Teachers’ Beliefs in Development of Scientific Literacy

Contact Info

Product

Resources

About