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Open Access
Article
Publication date: 1 June 2015

Amani K. Hamdan

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and…

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Abstract

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 17 October 2023

Lianne Jones, Rachelle Rogers, Doug Rogers, Austin McClinton and Lisa Painter

The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to…

Abstract

Purpose

The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.

Design/methodology/approach

The pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.

Findings

Preliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

Research limitations/implications

These findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.

Practical implications

Findings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

Originality/value

Educators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.

Details

School-University Partnerships, vol. 16 no. 2
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 11 January 2022

Peter Tiernan and Jane O’Kelly

The purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact…

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Abstract

Purpose

The purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.

Design/methodology/approach

A qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.

Findings

Findings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.

Originality/value

While there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

Details

Education + Training, vol. 64 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 6 June 2023

Seden Eraldemir Tuyan

This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action…

Abstract

Purpose

This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.

Design/methodology/approach

Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.

Findings

Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.

Originality/value

The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 16 May 2022

Alessandro Ramploud, Silvia Funghi and Maria Giuseppina Bartolini

The aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian…

Abstract

Purpose

The aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian schools. The study focuses on the modifications and invariance when introducing CLS in a different culture.

Design/methodology/approach

In a previous work (Bartolini Bussi et al., 2017), the authors focused on a single case of activity inspired by the CLS in Italy, and identified some conflicts emerging between the cultures of teaching in China and Italy and explored the way to overcome the conflicts. In the following years, the authors implemented lesson study (LS) experimentations with dozens of in-service primary school teachers and pre-service teachers who were gradually introduced to the model of CLS. The tensions/constraints occurred prominently when extending the experiments with many dozens of other in-service teachers and pre-service teachers.

Findings

The authors highlighted how the process of deconstruction allowed the participants in the study to either appropriate or reject some features of the CLS, linking this process to the cultural differences.

Practical implications

The authors believe and argue that LS, and CLS in particular, must be modified in the transfer from one culture to another, considering the cultural beliefs of the involved teachers.

Originality/value

The authors claim that the features of CLS compels the Western researchers to adopt local and culturally determined choices and to be aware of the rationale of these choices.

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 17 March 2020

Jessa Henderson and Michael Corry

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

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Abstract

Purpose

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

Design/methodology/approach

A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.

Findings

Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.

Research limitations

The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.

Originality/value

Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 24 October 2023

Sarah Cramer and Mercedes Tichenor

School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe…

Abstract

Purpose

School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe, outdoor education. Scholarship from diverse disciplines has demonstrated the positive impact of GBL on student learning, attitudes toward school and various health outcomes. Despite widespread interest in school gardening, GBL remains absent from most teacher education programs. This is a critical disconnect, as teacher education programs deeply inform the pedagogy of future teachers. In this article, the authors discuss an independent study course for pre-service teachers designed to bridge this gap and share the perspectives of the future teachers who completed the course.

Design/methodology/approach

To understand and evaluate the experiences of the preservice teachers engaged in the GBL independent study course, the authors conducted an exploratory qualitative case study.

Findings

The authors argue that GBL curriculum integration in teacher education programs, along with garden-focused PDS partnerships, can be powerful levers in expanding gardening initiatives and preparing pre-service teachers to garden with their future students.

Originality/value

The authors also provide GBL suggestions for universities and partnership schools.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 3
Type: Research Article
ISSN: 2833-2040

Keywords

Open Access
Article
Publication date: 9 June 2020

Elisa Monteiro and Chris Forlin

Validation of the Teachers' Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy…

Abstract

Validation of the Teachers' Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Open Access
Article
Publication date: 1 June 2017

Martina Dickson, Melissa McMinn and Hanadi Kadbey

Research has shown that pre-service and in-service teachers who exhibit science anxiety are less likely to teach it effectively. It is therefore critical to gauge the science…

Abstract

Research has shown that pre-service and in-service teachers who exhibit science anxiety are less likely to teach it effectively. It is therefore critical to gauge the science anxiety levels of student teachers early while there are still possibilities, perhaps, to prevent serious issues occurring later on as a result. This study takes place in the United Arab Emirates, where Emirati science teachers are already in the vast minority. Since this is the case and teacher attrition rates are high, it is important to offer as much support to student teachers as possible. We surveyed 113 student elementary school teachers to explore their science anxiety levels. Whilst some studies have shown that science anxiety can decrease as students take science content courses, thereby theoretically gaining confidence in science knowledge, this effect was not observed in our study except for a few aspects and only in those who had studied in the ‘science track’ at school. We also found that students educated in arts tracks in high schools had significantly higher science anxiety levels compared with those who followed science tracks.

و ةمدخلا لبق ام يملعم نأ ثوحبلا ترهظأ دق نورهظي نيذلا و ةمدخلا يف نيملعملا نم ً اقلق مولعلا ةدام مه ميلعتل ًﻻامتحإ لقأ قلقلا تايوتسم سايق ةيمهﻷا نمف كلذلو .ةيلاعفب مولعلا ةدام نم مولعلا ةدام ﻻ نيح يف ركبم تقو يف ةمدخلا لبق ام يملعمل ي مبر لامتحا كانه لاز ةيبرعلا تارامﻹا ةلود يف ةساردلا هذه يرجتو .كلذل ةجيتن قحﻻ تقو يف لكاشم يأ ثودح عنمل ا ميدقت مهملا نمف ،ةعفترم نيملعملا صقانت تﻻدعمو لاحلا وه اذه نأ امبو .ةيلقأ مه نييتارامﻹا مولعلا يملعم ثيح ،ةدحتملا مب انمق .ةمدخلا لبق ام يملعمل معدلا نم نكمم ردق ربكأ ﺢس 113 نم مهقلق تايوتسم فاشكتسﻻ ةمدخلا لبق ام يملعم نم مولعلا ةدام قلقلا نأ تاساردلا ضعب ترهظأ نيح يف . نم مولعلا ةدام ضفخني نأ نكمي ىوتحملا تاقاسم ةبلطلاا لامكتسا عم ُي مل ،ةيملعلا ةفرعملا يف ةقثلا باستكا يلاتلابو ،يملعلا َحﻼ ساب انتسارد يف ريثأتلا اذه ظ نيذلا كئلوﻷ طقفو بناوجلا ضعب ءانثت يف ةيبدﻷا و ةينفلا تاراسملا اوذختا نيذلا ةمدخلا لبق ام يملعم نأ اضيأ اندجوو .ةسردملا يف ةيملعلا تاراسملا اوذختا قلقلا تايوتسم مهيدل ناك ةيوناثلا سرادملا نم مولعلا ةدام .ةيملعلا تاراسملا اوعبتا نيذلا كئلوأ نم ريثكب ىلعأ

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 14 no. 1
Type: Research Article
ISSN: 2077-5504

Abstract

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 2
Type: Research Article
ISSN: 2397-7604

1 – 10 of 133