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This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.
Abstract
Purpose
This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.
Design/methodology/approach
This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.
Findings
Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.
Research limitations/implications
This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.
Practical implications
This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.
Social implications
Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.
Originality/value
This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.
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Keywords
Kelly Chandler-Olcott, Sharon Dotger, Heather E. Waymouth, Keith Newvine, Kathleen A. Hinchman, Molly C. Lahr, Michael T. Crosby and Janine Nieroda
This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary…
Abstract
Purpose
This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.
Design/methodology/approach
Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.
Findings
Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.
Originality/value
This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.
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Kate Van Haren and Abigail Stebbins
Film has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary…
Abstract
Purpose
Film has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary level. As such, the purpose of this study was to extend and expand what is known about using film in elementary social studies classrooms. More specifically, this qualitative content analysis study explored how and why elementary pre-service teachers (PSTs) used film clips from Molly of Denali to design critical Indigenous studies lessons. The data offer insight into the possibilities of using film as a strategy to teach anti-oppressive elementary social studies education.
Design/methodology/approach
The authors used qualitative content analysis in this study. Data for this study included 17 lesson planning assignments and corresponding written rationales completed by PSTs in an elementary social studies methods course. Data collected as a result of convenience sampling, given both the authors were the instructors of the methods course. To analyze the data, the authors used a multi-step coding process and a combination of inductive and deductive coding.
Findings
Grounded in a framework of anti-oppressive and anti-colonial education, PSTs designed elementary social studies lessons that used film clips from Molly of Denali to increase representation, center a counter-narrative and serve as a motivator. PSTs also infused other sources into their lesson plans, thus extending their lessons beyond the film.
Originality/value
Given the lack of research on how film can be used in elementary social studies classrooms, this study fills a void in the literature. Results of this study suggest that similar to the benefits of using film in secondary classrooms, film can be an engaging and motivating source of information for elementary students. Moreover, when used within a critical pedagogical framework like Sabzalian's (2019) critical orientations of Indigenous studies, film can increase representation and teach anti-oppressive counter-narratives in the elementary classroom.
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Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee and Hiroaki Ozawa
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson…
Abstract
Purpose
This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.
Design/methodology/approach
Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.
Findings
We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].
Originality/value
Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.
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Tammy Kraft and Omar Hernández Rodríguez
This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher…
Abstract
Purpose
This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.
Design/methodology/approach
A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.
Findings
In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.
Originality/value
This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).
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This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In…
Abstract
Purpose
This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.
Design/methodology/approach
A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.
Findings
The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.
Originality/value
This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.
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Nicole C. Miller and Rebecca L. Kellum
This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can…
Abstract
Purpose
This paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.
Design/methodology/approach
This paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.
Findings
Integrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.
Practical implications
This paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.
Originality/value
This paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.
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Keywords
Laura Hedin, Lydia Gerzel-Short, Lisa Liberty and Jason Pope
District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…
Abstract
Purpose
District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.
Design/methodology/approach
In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.
Findings
25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.
Research limitations/implications
Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.
Practical implications
Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.
Social implications
The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.
Originality/value
Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.
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Thabang Donald Mokoena and Gideon Petrus van Tonder
This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.
Abstract
Purpose
This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.
Design/methodology/approach
The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.
Findings
Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.
Research limitations/implications
The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.
Practical implications
The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.
Social implications
We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.
Originality/value
Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.
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Marios Koukounaras-Liagkis, Evdokia Karavas and Manolis Papaioannou
This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most…
Abstract
Purpose
This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.
Design/methodology/approach
Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.
Findings
The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.
Originality/value
The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.
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