scholarly journals Survey of Pedagogical Content Knowledge (PCK): Teachers’ Views on Reflection

CONVERTER ◽  
2021 ◽  
pp. 642-657
Author(s):  
Ruifeng Lyu, Jie Chen
Keyword(s):  
Teacher Educators ◽  
Mainland China ◽  
Pedagogical Content ◽  
College English ◽  
Study Approach ◽  
Post Class ◽  
English Classroom ◽  
High Level ◽  
Education And Development

This research aimed to investigate the views on reflection (one aspect of PCK) of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. In order to understand the characteristics of the participant teachers’ views on reflection so as to make suggestions for in-service College English teacher education and development in mainland China, three rounds of data collection (pre-, in-, and post-class teaching observation) were conducted and the College English classroom teaching content analysis approach was applied in the data analysis across the cases. The data revealed that the participant teachers generally had a high level of skill in technical reflection but at times were unskilled at reflection-in-action. This case study offers an exemplar for teachers to reflect on their own teaching. It also can guide teacher educators, educational administrators, and policy makers to support teachers’ self-reflection and thus improve student learning.

scholarly journals Research on Pedagogical Content Knowledge (PCK): Teachers’ Views on Language

2021 ◽  
Vol 3 (2) ◽  
pp. p21
Author(s):  
Ruifeng Lyu
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mainland China ◽  
Pedagogical Content ◽  
College English ◽  
Study Approach ◽  
Teaching College ◽  
Post Class ◽  
English Classroom ◽  
Education And Development

This research aimed to investigate the views on language shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. These views on language were used to understand the characteristics of the participant teachers’ Pedagogical Content Knowledge (PCK) so as to make suggestions for in-service College English teacher education and development in mainland China. The study included three rounds of data collection (pre-, in-, and post-class teaching observation), and the college English classroom teaching content analysis approach was applied in the data analysis across the cases. Teachers’ views on language include structural, functional, and interactional views. In this study, most participant teachers showed interactional views on language. Another interesting point in the data was that different views on language could be held by a single teacher in one class. This is not really surprising because teachers’ views on language are reflected in their classroom pedagogical tasks.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

scholarly journals Sustainability Practice of a Multinational Oil Company in Nigeria: A Case Study

2017 ◽  
Vol 7 (1) ◽  
pp. 29
Author(s):  
Charles Afam Anosike
Keyword(s):  
Nonprofit Organizations ◽  
Oil Spills ◽  
Single Case ◽  
Community Relations ◽  
Structured Interviews ◽  
Oil Companies ◽  
Study Approach ◽  
High Level ◽  
Oil Company

Environmental degradation and socioeconomic dilemma continue to affect agricultural productivity in the Niger Delta of Nigeria. Several works of literature confirm the high level of pollution and contamination of land and water as a result of over 50 years of oil production in the region. The effects of environmental pollution continue to aggravate the hardship of the local people, which generates development friction, threaten oil operation, and mutually contrive relational efforts, by so invoking mistrust between oil companies and the host communities. Sustainability programs of oil companies often provide the channel to engage and promote community relations from which projects are conceived and executed. Despite sustainability efforts of oil companies, the region continues to experience oil spills and environmental degradation.Hence, the current research explores the sustainability efforts of a multinational oil company to establish whether the company’s leadership makes environmental considerations and to identify possible corrections that could be adopted to achieve sustainable value. For this purpose, the paper employed a single case study approach using open-ended interview sessions in collecting data. Research data were gathered from a sample of 20 experienced sustainability practitioners of the oil company, partnering nonprofit organizations, and community leaders through face-to-face semi-structured interviews. Data were segmented and categorized. The data analysis process revealed several themes regarding the challenges and shortfalls of sustainability programs in the region. The evidence found suggests that implementing a transparent and inclusive sustainability management system is essential to enable a systems view in contemplating sustainability programs. In so doing, oil MNCs leaders could enable effective environmental consideration in their sustainability programs to help reinvigorate productive agriculture and ensure continuing oil operation.

scholarly journals Partisipasi Orang Tua Dalam Mengembangkan Kecerdasan Intrapersonal Anak

2021 ◽  
Vol 1 (1) ◽  
pp. 61-73
Author(s):  
Alin Ulpiyati ◽  
Elan Elan ◽  
Sima Mulyadi
Keyword(s):  
Research Subjects ◽  
Case Study Approach ◽  
Instrumental Case Study ◽  
Study Approach ◽  
Intrapersonal Intelligence ◽  
Role Of Parents ◽  
High Level ◽  
Children's Activities

Parental participation is very basic in the development of a child's character, one of which is intelligence. Intrapersonal intelligence is very important for children, if someone has a high level of intelligence, he will be able to control his emotions so that the actions taken are based on the correct knowledge. Therefore, in developing this intrapersonal intelligence, a stimulus from parents is needed. The purpose behind this research is to describe the role of parents in developing intrapersonal intelligence of children aged 5-6 years. The researcher uses a case study approach approach, the type of instrumental case study approach. The selection of research subjects was carried out by purposive sampling, which consisted of two families. This information collection method is carried out using interviews, observation, and documentation. This study uses data analysis techniques created by Miles and Huberman. The results showed that parents play a role in providing support, parents play a role in providing guidance, parents play a role in uniting children's activities, parents play a role in providing understanding for children, parents teach children in emotions, parents play a role in habituation to children.

Preservice Teachers’ Design of Technology–Based Reading Texts to Improve Their TPACK

2020 ◽  
pp. 002205742096676
Author(s):  
Meral Gozukucuk ◽  
Nilgun Gunbas
Keyword(s):  
Preservice Teachers ◽  
Visual Programming ◽  
School Students ◽  
Pedagogical Content ◽  
Study Approach ◽  
Whole Process ◽  
Teachers Beliefs ◽  
Visual Programming Language ◽  
Reading Activities

The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers ( n = 8) learned visual programming language, designed technology-based reading activities, and observed students completing these activities. A case study approach was employed, and preservice teachers’ views about the process were taken. Results showed that the preservice teachers’ beliefs in technology integration in education positively changed. They believe they learned teaching reading skills to elementary school students in an untraditional approach. They believe the whole process contributed to their personal and professional development. Implications are made based on the TPACK framework.

scholarly journals Perception and Experience of Teacher Educators about Their Motivation: A Case Study Approach

2018 ◽  
Vol 9 (3) ◽  
pp. 480
Author(s):  
Zafarullah Sahito ◽  
Pertti Vaisanen
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Narrative Analysis ◽  
Teacher Educators ◽  
Case Study Approach ◽  
Study Approach ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Sindh Province

This study was designed to explore the perception and experiences of motivation of teacher educators of the universities of Sindh province of Pakistan. The data was collected and analysed through case study approach, the qualitative research design and thematic-narrative analysis technique. The total twenty-one teacher educators revealed their stories in the form of narratives about their motivation. The findings of this article would be found suitable, authentic and reliable resource, which would be an excellent addition in to the existing literature of motivation in order to understand the phenomenon, its process and causations.

scholarly journals Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking

2018 ◽  
Vol 26 ◽  
pp. 37
Author(s):  
David J. McGough ◽  
Claudine Bedell ◽  
Barri Tinkler
Keyword(s):  
Teacher Educators ◽  
Policy Framework ◽  
Green Mountain ◽  
Case Study Approach ◽  
Educator Preparation ◽  
Narrative Methods ◽  
Study Approach ◽  
Narrative Process ◽  
Narrative Policy Framework

Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Framework (McBeth, Jones, & Shanahan, 2014), the authors analyze a project in which teacher educators intervened to shape the direction of educator preparation policymaking by designing an innovative assessment portfolio and a collaborative calibration system. The analysis reveals insights about the policymaking arena and demonstrates the value of education-related policymaking that includes teacher educators as active agents in collaboration with state personnel and policymakers. The case contributes to the notion of policymaking as a narrative process. In this case, a narrative of hope emerged as a guiding storyline.

scholarly journals DEVELOPING A GEO-GAME APPLICATION FOR GLOBAL CONNECTIONS IN SOCIAL STUDIES TEACHING: GEZGİN CASE

2021 ◽  
Vol 10 (1) ◽  
pp. 36-55
Author(s):  
ZEKERİYA FATİH İNEÇ
Keyword(s):  
Social Studies ◽  
Developmental Process ◽  
Study Approach ◽  
The Social ◽  
Global Connections ◽  
Large Platform ◽  
Citizenship Skills ◽  
High Level ◽  
Learning Area

This study investigated the developmental process of a dynamic geo-game, Gezgin, which was developed by the researcher based on the Four-Component Instructional Design (4C/ID) Model, and its benefits in the acquisitions, values and skills of the Global Connections learning area of the social studies curriculum applied in Turkey. It also determined Gezgin’s reflecting acquisitions, values, and skills, as well associal studies education experts’ opinions about Gezgin. A case study approach was adopted and five experts participated. The data collection lasted for approximately fourteen months due to the development process of Gezgin. Most of this process coincided with the COVID-19 pandemic period. The data were descriptively analysed and the experts’ evaluations were subjected to content analysis. Findings indicated that Gezgin mostly reflected the acquisitions, values, and skills of Global Connections learning area and could support the curriculum as a studying environment, create various experiences, materialise theoretical knowledge, and that it co uld be tested on students. It was also understood that values, primarily, and skills and acquisitions, subsequently, were mostly supported. Although the results of the study revealed similarities with the results of other studies in scientific literature, it differed from them as a large platform where the acquisitions, values, and skills of a learning field were reflected. The results indicated that geo-games should be used to support other learning areas, develop high-level skills, and create a level of awareness in accordance with spatial citizenship skills.

A methodology to define strategic processes in organizations

2008 ◽  
Vol 14 (2) ◽  
pp. 219-227 ◽  
Author(s):  
Payam Hanafizadeh ◽  
Sorousha Moayer
Keyword(s):  
Balanced Scorecard ◽  
Single Case ◽  
Case Study Research ◽  
Holistic View ◽  
Content Type ◽  
Holding Companies ◽  
Study Approach ◽  
Strategic Processes ◽  
High Level

PurposeTo elaborate a methodology enabling organizations to define their strategic processes among other processes.Design/methodology/approachA case study approach has been chosen due to the nature of this research. Case study research method is qualitative method but it can be positivist. The mix of techniques is appropriate and some degree of quantification is necessary. Three high‐level steps are designed and these steps are developed in the managerial holding companies (research case study).FindingsBecause of limitations on budget and time, organizations are able to define the processes which are critical to achieve organizations' goals. This methodology has a holistic view in organizations by using balanced scorecard framework.Research limitations/implicationsThis research is based on a single case. Generalization based on this case should be interpreted cautiously and a limitation of the case study should be kept in mind. Furthermore, the strategy of the research case is a competitive strategy and the strategic processes are chosen according to this strategy. They may be changed based on other strategies. In interpreting the result, these limitations should be kept in mind.Originality/valueDefining the strategic processes helps organizations to use their resources based on their objectives. This paper presents a methodology that improves the ability of organizations in managing and directing their resources efficiently.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

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