The importance of enhancing pedagogical skills through continuing professional development

Rahman, Md. Sajedur; Tambi, Fatimah; Anny, Nusrat Zerin

doi:10.20525/ijrbs.v9i4.757

Cited by 5 publications

(3 citation statements)

References 41 publications

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“…This encompasses the pedagogical content knowledge (PCK) in which Shulman (1986) expects teachers to understand how different instructional materials facilitate the teaching and learning of different types of content. With these skills, teachers develop the ability to support learner-centered, collaborative learning and scientific explanations, making the learning meaningful rather than transmitting the knowledge (Rahman et al, 2020). This viewpoint contrasts with a less contextualized and more rationalist approach to teachers' knowledge, as exemplified by the TPACK framework (technological PCK) construct that is too vague or large on PCK for inquiry learning (Brantley-Dias & Ertmer, 2013).…”

Section: Teacher Pedagogical Skills and The Use Of Computer Simulatio...mentioning

confidence: 99%

“…Teachers' pedagogical practices were captured using an observational checklist that included pedagogical skills indicators during the lesson preparation, teaching, and learning process (Appendix A). The observation checklist on teachers' pedagogical skills in the chemistry classroom documented aspects of pedagogical practices which were adapted and developed from different existing literature including de Jong and Njoo (1992), Khan (2011), andRahman et al (2020).…”

Section: Observational Checklistmentioning

confidence: 99%

“…Learners should be guided to perform hands-on activities, answer questions, discussion, and presentations. Through these pedagogies, classroom interaction is maximized to facilitate active and meaningful learning (Rahman et al, 2020).…”

Section: Classroom Interaction Strategies In Teaching Chemistry Conceptsmentioning

confidence: 99%

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Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

Beichumila

Bahati

Kafanabo

2022

EURASIA J Math Sci Tech Ed

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This paper presents changes on teachers' pedagogical skills in using computer simulations and animations to support the teaching and learning of chemistry concepts. It draws on the data that were collected using a mixed-method research approach coupled with pre-and post-assessment of 20 level three chemistry teachers. The data from classroom observation were quantitatively analyzed using means, standard deviations, and a sample paired t-test. Thematic analysis was used for the qualitative data. The results showed that teachers' pedagogical skills in using computer simulations and animations in teaching and learning chemical kinetics, equilibrium, and energetics were low in pre-instruction, with an overall mean of 1.3±0.1. In post-instruction, the findings indicate that teachers have improved pedagogical skills, with an overall mean of 3.9±0.06 and p-value of 0.000. Therefore, teachers need improved pedagogical strategies to use computer simulations and animations as viable instructional resources for teaching and learning of chemistry concepts.

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Section: Teacher Pedagogical Skills and The Use Of Computer Simulatio...mentioning

confidence: 99%

Section: Observational Checklistmentioning

confidence: 99%

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Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

Beichumila

Bahati

Kafanabo

2022

EURASIA J Math Sci Tech Ed

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Technology of the Development of Lyceum Teachers’ Pedagogical Culture in the System of Methodical Work

Білоножко

2022

Pedagogical education

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The article considers the technology of development of professional culture of lyceum teachers in the system of methodical work. It is substantiated that the creation of a united methodological platform “Pedagogical culture of lyceum teachers” on the basis of the city scientific and methodological centre allows building a clear strategy for professional development of specialized schools teachers, organizing continuous monitoring of the process and objective evaluation of its effectiveness. It is noted that important elements of the proposed technology are permanent monitoring and feedback. Monitoring is carried out by surveys at the initial and final stages. Feedback is provided by organizing a discussion after each event, as well as discussions on social networks and messengers. The program of pedagogical culture development covers all school year, the subject is multifaceted and actual, all teachers of city lyceums are involved in it that allows to make development of pedagogical culture systematic, constant, comprehensive and general. The proposed technology provides systematic acquaintance of lyceum teachers with advanced educational experience. The proposed technology (creation of the “Pedagogical culture of lyceum teachers” platform) provides the implementation of pedagogical conditions for the development of pedagogical culture of lyceum teachers and is characterized by such features as systemic (maximum consideration of various aspects of pedagogical culture of teachers), consistency and regularity (it is extended for the next year, events take place weekly) and generality (total coverage of teachers of the city’s lyceums). The proposed technology allows overcoming the differences between the organization of methodological activities aimed at improving the professional culture of teachers in different institutions of specialized education in the city

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Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction

Batamuliza,

Habinshuti,

Nkurunziza

2024

Front. Educ.

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IntroductionTeachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower secondary school chemistry teachers regarding the ease of use and usefulness of integrating ICBLS into teaching.MethodsA multiple case study design was employed, involving eight chemistry teachers from four schools where ICBLS had been implemented. Data were collected through semi-structured interviews, group discussions, professional workshops, and classroom observation. The data were transcribed and analyzed thematically using NVivo 14 software.ResultsThe findings indicate that teachers hold positive perceptions of ICBLS, citing benefits such as enhanced safety, collaboration learning, and hands-on activities. However, challenges were identified, including limited access to computers and insufficient professional training.DiscussionThe study underscores the importance of addressing technical and training barriers to optimize the use of ICBLS. Recommendations include strengthening professional development, fostering peer collaboration, aligning curricula with ICBLS, and ensuring administrative support and provision of adequate resources.

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The importance of enhancing pedagogical skills through continuing professional development

Cited by 5 publications

References 41 publications

Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

Technology of the Development of Lyceum Teachers’ Pedagogical Culture in the System of Methodical Work

Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction

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