scholarly journals A teacher perspective on Scrum methodology in secondary chemistry education

2020 ◽  
Vol 21 (1) ◽  
pp. 237-249 ◽  
Author(s):  
Johannes Vogelzang ◽  
Wilfried F. Admiraal ◽  
Jan H. Van Driel
Keyword(s):  
Chemistry Education ◽  
Teaching Practice ◽  
Development Program ◽  
Implementation Process ◽  
Teaching Experience ◽  
Secondary Chemistry ◽  
Teacher Perspective ◽  
Pedagogical Expertise ◽  
Teaching Context ◽  
Subject Matter Expertise

Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didactical expertise and pedagogical expertise appeared to play a key role during the implementation process, whereas teachers' subject matter expertise, and other factors such as teaching context, teaching experience and personal biography seemed to be less important. Didactical and pedagogical expertise enhances teaching with Scrum: it supports the implementation as well as increases its effectiveness, independently of teaching context, experience and personal biography. This would mean Scrum methodology offers possibilities for teachers to enhance and enrich their teaching practice.

scholarly journals ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION

2017 ◽  
Vol 16 (4) ◽  
pp. 510-523
Author(s):  
Martin Rusek ◽  
Dagmar Stárková ◽  
Vlastimil Chytrý ◽  
Martin Bílek
Keyword(s):  
Secondary School ◽  
Diffusion Of Innovation ◽  
Diffusion Of Innovations ◽  
Chemistry Education ◽  
Role Model ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Ict In Education ◽  
Information And Communication ◽  
Teachers Attitudes

This research is focused on secondary school chemistry teachers’ (N=276) and chemistry pre-service teachers’ (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers’ theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness – into types of innovation adopters. Analysis of the participants’ responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a “role model” position and trigger diffusion of innovations. Keywords: chemistry education, ICT, diffusion of innovations, teachers’ attitudes, pre-service teachers’ attitudes.

scholarly journals Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia

2021 ◽  
Vol 12 (1) ◽  
pp. 53-62
Author(s):  
Karel Vojíř ◽  
Martin Rusek
Keyword(s):  
Chemistry Education ◽  
Teaching Practice ◽  
Secondary Chemistry ◽  
Chemistry Teachers ◽  
Teaching Preparation ◽  
Frequent Use ◽  
Frequency Of Use ◽  
Approach To Teaching

Textbooks as a prominent product of educational content’s didactical transformation are usually published as a series. Textbooks are often accompanied by workbooks and teacher’s books. These publications are designed to support teacher’s work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary schools, the goal was to map chemistry teachers’ use of workbooks and teacher’s books. An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher’s books’ use, frequency of use, perceived importance and purpose were gathered. Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher’s books are only used by 24% of teachers, with only 4% reporting their frequent use. The results indicate that workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation. The absence of a teacher’s book, coupled with the teachers’ reluctance to use them even when available, also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.

scholarly journals The Effectiveness of Peer Review of Teaching when performed between Early-career Academics

2015 ◽  
Vol 12 (1) ◽  
pp. 4-18
Author(s):  
Richard J. Woodman ◽  
◽  
Maria B. Parappilly ◽  
Keyword(s):  
Peer Review ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Teaching Experience ◽  
Early Career ◽  
Teaching Philosophies ◽  
University Lecturers ◽  
The University

The success of peer review of teaching (PRT) in shaping teaching practice during an academic’s formative years may depend on the peers’ teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic development program, a mandatory exercise for all new academic staff with teaching roles within the University. Their experiences were recorded and used in the development of a teaching philosophy. The same PRT was then repeated between the same 2 individuals for the purpose of mandatory peer evaluation some 5 years later and after gaining considerable teaching experience. This paper describes the perceived impact of the PRT process on their teaching philosophies and the potential limitations imposed by their inexperience in formative PRT and teaching itself. Despite this relative inexperience, both academics believed their initial PRT accelerated changes to their mainly teacher-focused knowledge-transfer approaches. This case study provides qualitative evidence that PRT programs can successfully shape teaching practice without the involvement of more experienced teaching faculty. Academic developers should highlight the importance of building collegiality and the scholarship of teaching and learning for early-career PRT participants.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

scholarly journals Implementation of a developmental model of teachers' and didacticians’ learning through inquiry: design, operationalisation and outcomes

ZDM ◽  
2021 ◽  
Vol 53 (5) ◽  
pp. 1073-1084 ◽  
Author(s):  
Barbara Jaworski ◽  
Despina Potari
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teaching Practice ◽  
Implementation Process ◽  
Developmental Model ◽  
Mathematical Tasks ◽  
Learning And Development ◽  
Theory Analysis ◽  
Project Proposal ◽  
Trace Learning

AbstractThis paper addresses implementation with respect to the professional development (PD) of teachers of mathematics and the educators/didacticians who work with them, through an inquiry-based developmental model. In contrast with a PD model in which educators show, guide or instruct teachers in classroom approaches and mathematical tasks, we present a developmental model in which teachers and educators collaborate to inquire into and develop their own teaching practice. The project, Learning Communities in Mathematics (LCM: e.g., Goodchild, Fuglestad and Jaworski, 2013) exemplifies this developmental model. Here we focus on a project Teaching Better Mathematics (TBM) which extends LCM and implements its developmental model at larger scale. We trace the implementation process through analysis of data gathered during and after the extended project, including written reflections of key didacticians, minutes from leadership meetings and two versions of the project proposal. Particularly, we trace learning and development through an activity theory analysis of the issues, tensions and contradictions experienced by participation in TBM.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC

2019 ◽  
Author(s):  
Martin Bilek ◽  
◽  
Katerina Chroustova ◽  
Jiri Rychtera ◽  
Veronika Machkova ◽  
...  
Keyword(s):  
Czech Republic ◽  
Everyday Life ◽  
Critical Points ◽  
Chemistry Education ◽  
Chemistry Curriculum ◽  
Secondary Chemistry ◽  
The Czech Republic ◽  
Chemistry Teachers ◽  
Key Points ◽  
Key Topics

The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. Keywords: chemistry teachers’ opinions, early chemistry education, key points of the curriculum, critical points of the curriculum.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Pocket Labs Supported IoT Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 32 ◽  
Author(s):  
Vladimir M Cvjetkovic
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Teaching Practice ◽  
New Technology ◽  
Teaching Experience ◽  
Computing Power ◽  
Teaching Concept ◽  
Regular Text ◽  
Natural Solution ◽  
University Course

IoT is both a concept and a specific platform with large variety of applications that rapidly become inseparable part of everyday life not only improving it, but making it more interesting and fun. ICT based, it is devoted to interactions with environment that are usually not available with traditional ICT equipment and platforms. IoT is at the same time both complementary and compatible with exist-ing non IoT world, which offers computing power and resources to IoT, making it a unique and powerful combination. Pocket Lab is a relatively new teaching concept that supports students’ creativity and initiative allowing for carrying and experimenting with real equipment at a time and place of choice, much like using of regular text books for studying. Although the IoT & Pocket Labs are not nec-essarily interconnected or mutually conditioned, this paper discusses such a real case of teaching practice, where the Pocket Labs are a natural solution for teach-ing of IoT. The paper deals with one semester teaching experience of IoT as a university course. Obtained results and experience may be quite general except for university students profile defined with their previous education and knowledge. Besides the main goal of the course which is an introduction to IoT, some other aims were exploring the students’ motivation for studying of IoT as a new technology and emphasizing the importance of new original ideas and views being as important as mastering the IoT technologies.

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