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1 – 10 of 92Habiba Al-Mughairi and Preeti Bhaskar
ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While…
Abstract
Purpose
ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.
Design/methodology/approach
This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.
Findings
The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.
Practical implications
This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.
Originality/value
In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.
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María-Soledad Ramírez-Montoya and May Portuguez-Castro
The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational…
Abstract
Purpose
The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.
Design/methodology/approach
This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.
Findings
Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.
Originality/value
This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.
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Elizabeth Hale, Hope E. Wilson, Lauren Gibbs, Jessie Didier and Carolyne Ali-Khan
The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to…
Abstract
Purpose
The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation.
Design/methodology/approach
This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes.
Findings
The findings indicate the design of this school-based M.Ed. program provided both social and academic benefits including strengthening teachers’ working relationships and their understanding of students outside their own classroom and a transfer from individual learning to organizational benefit. Teachers positively perceived the three tenets that guided the first year of the program, especially the ability to study social justice and student motivation in depth.
Practical implications
This study has implications for teacher education and retention as well as how boundary spanning roles in PDS schools can impact graduate students’ experiences in schools. Given the current teacher shortage concerns, it is important to understand how M.Ed. programs can be designed with teacher needs at the forefront so learning is relevant and rewarding, both to the individual and the school.
Originality/value
While there are many studies that examine the use of cohorts in education, particularly in doctoral programs, few, if any, studies examine a school-based cohort M.Ed. program for practicing teachers. This study also puts a unique spotlight on how boundary-spanning roles can benefit not only teacher candidates but also practicing teachers in their M.Ed. programs.
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The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of…
Abstract
Purpose
The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process.
Design/methodology/approach
The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar’s professional growth benefit from the dedicated and shared resources of the SOE’s partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences?
Findings
The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success.
Originality/value
The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school’s unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.
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School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and…
Abstract
Purpose
School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.
Design/methodology/approach
This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.
Findings
Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.
Originality/value
A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.
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Sofia Antera and Marianne Teräs
This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers…
Abstract
Purpose
This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.
Design/methodology/approach
The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.
Findings
Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).
Originality/value
While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.
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Michael DiCicco and Shawn A. Faulkner
The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…
Abstract
Purpose
The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.
Design/methodology/approach
The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.
Findings
Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.
Research limitations/implications
Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.
Practical implications
Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.
Originality/value
This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.
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Rebecca Rogers, Martille Elias, LaTisha Smith and Melinda Scheetz
This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy…
Abstract
Purpose
This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).
Design/methodology/approach
We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.
Findings
Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.
Originality/value
This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.
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Abhishek N., Abhinandan Kulal, Divyashree M.S. and Sahana Dinesh
The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and…
Abstract
Purpose
The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.
Design/methodology/approach
The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).
Findings
The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.
Practical implications
Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.
Originality/value
Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.
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Andrew Cram, Stephanie Wilson, Matthew Taylor and Craig Mellare
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Abstract
Purpose
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Design/methodology/approach
A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.
Findings
The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.
Practical implications
This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.
Originality/value
The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.
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