scholarly journals Challenges faced by classroom teachers in multigrade classrooms: A case study

2021 ◽  
Vol 5 (4) ◽  
pp. 76-91
Author(s):  
Barış Kalender ◽  
Erol Erdem
Keyword(s):  
Classroom Teachers ◽  
Multigrade Classrooms

Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study

2021 ◽  
pp. 1356336X2110509
Author(s):  
Niki Tsangaridou ◽  
Ermis Kyriakides ◽  
Charalambos Y. Charalambous
Keyword(s):  
Physical Education ◽  
Time Management ◽  
Teaching Quality ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Field Placement ◽  
Exploratory Case Study ◽  
National University ◽  
Student Practice

Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses before their field placement. Data were gathered through systematic observations, semi-structured interviews, and document analysis. The quantitative data were analysed using SPSS and the qualitative data using case and cross-case analysis. These analyses suggested that the PCTs could effectively employ classroom and time management as well as skill demonstration; they could also provide quality student practice. In contrast, task progression, accountability of student practice, and task explicitness appeared to be more challenging for them to successfully enact. Interestingly, their lesson plans foreshadowed how effectively most of the examined practices would be employed by the PCTs. This study contributes a new understanding of PCTs’ PE teaching during field placement and their views thereof. The implications of the findings for PCTs’ education are discussed.

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

Differentiation 2.0

2016 ◽  
pp. 798-816
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

Differentiation 2.0

2015 ◽  
pp. 287-310
Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Lesson Planning ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
Essential Components ◽  
Access To Technology

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.

scholarly journals Perceptions and Practices of Inclusion in Malaysian Integrated Preschools

2021 ◽  
Author(s):  
◽  
Sailajah Nair Sukumaran
Keyword(s):  
Inclusive Education ◽  
Mixed Methods Research ◽  
School Setting ◽  
Personal Characteristics ◽  
Practical Experience ◽  
School Principal ◽  
Second Phase ◽  
Classroom Teachers ◽  
Special Educational Needs

<p>This study examines perceptions and practices of inclusion of children with special educational needs (SEN) in Malaysian integrated preschool programmes. Integrated programmes in Malaysia refer to educational settings in which units of special education classrooms are set up within existing regular school compounds. I aim to determine the state of inclusion in Malaysian integrated preschool programmes; educators’ and parents’ perceptions of and support for inclusion; and factors influencing the implementation of inclusive practices in these settings.  Situated within a pragmatic research paradigm, my study adopted a two-phased sequential mixed-methods research design. The first phase involved regular and special classroom teachers’ self-reports of inclusion in their school, through a survey by questionnaire. In the second phase, data gathering was carried out in three case-study preschools, which, based on questionnaire findings, were preschools that demonstrated differing levels of inclusion (i.e., high, moderate, and low). Information sources in each site involved interviews with the school principal, regular and special classroom preschool teachers, and parents of preschoolers with and without SEN, as well as observations of daily events and examination of relevant documents in the preschool settings. The perspective proposed by the bioecological systems theory (Bronfenbrenner, 1995, 2005; Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 1998), which strongly advocate that human development involves a combination of interactions between proximal processes, personal characteristics, context, and time, served as a useful conceptual framework for examining and elaborating on inclusion in this study.  Questionnaire and case study findings presented substantial evidence that integrated preschool programmes in Malaysia were neither practising nor promoting inclusion. Whilst there were some efforts towards partial inclusion of children with SEN, educators’ and parents’ views, as well as findings across my case study sites showed that preschools generally engage these children in socially integrated activities, otherwise segregating them totally to activities confined to their own classrooms. Furthermore, educators lamented that there was lack of information and guidance training from the Ministry of Education in relation to inclusion and SEN. Parents on the other hand were barely involved in decisions about the nature of their children’s preschool’s inclusion. These issues were exacerbated by the absence of a clearly delineated policy governing inclusion.  Nevertheless, the study found that the ways in which inclusion (or non-inclusion) practices were implemented in each case study site was reflective of the individual school’s philosophy towards inclusive education. The principals’ role, the regular and special classroom teachers’ shared perspectives on inclusion, parental involvement, and the preschool’s physical and instructional environment gave each preschool an individual “inclusive-identity”. Accordingly, this information provided empirical evidence to support the usefulness of the bioecological systems perspective, especially in understanding how interacting factors within and beyond the school setting can influence how inclusion is perceived and practiced. Thus important implications for policy and practice are identified in this thesis, including the need to develop mandates in support of inclusion; in particular the re-examination of initial and in-service teacher education programmes, opportunities for teacher trainees’ practical experience in teaching children with SEN, encouraging collaboration between regular and special classroom teachers, support for principals to develop their leadership concerning inclusion, educating parents and the wider community on inclusion and SEN.</p>

scholarly journals Effective Children’s Rights Education from the Perspectives of Expert Teachers in Children’s Rights Education: A Turkish Sample

2017 ◽  
Vol 6 (4) ◽  
pp. 303 ◽  
Author(s):  
Ayse Ozturk ◽  
Gulay Ozdemir Dogan
Keyword(s):  
Sampling Method ◽  
Children's Rights ◽  
Children’S Rights ◽  
Classroom Teachers ◽  
Analysis Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Interview Method ◽  
Content Analysis Method

The purpose of this study was to investigate Effective Children’s Rights Education (ECRE) from the perspectives of classroom teachers who are experts in children’s rights education (TECR). The data were collected through focus group interview method in this research designed as a case study. The sample of the study consists of six qualified primary school teachers for children’s rights education selected by critical case sampling method. The data were interpreted with the help of content analysis method. Five different understandings have been proposed related to effective children’s rights education. In the light of these understandings, detailed information has been obtained in reference to proposed ways for the administration of effective children’s rights education and where and with whom the process should take place. Furthermore, information has been obtained about the arrangements that TECR have made at class and school levels for an effective children’s rights education. The research is important in terms of providing information on the insights into ECRE and its practices at schools in Turkey.

The Importance of Using Subject-Specific Technology Uses to Teach TPACK

2012 ◽  
pp. 152-169 ◽  
Author(s):  
Anne T. Ottenbreit-Leftwich
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Pedagogical Knowledge ◽  
Classroom Teachers ◽  
Technology Knowledge ◽  
Subject Specific ◽  
Specific Technology

The objective of this chapter is to describe a case study of an educational technology course that uses subject-specific contexts to address preservice teachers’ development of TPACK. Many have indicated that in order for technology knowledge to be transferred to the classroom, teachers need to find the knowledge being taught relevant to their future classrooms. This course uses various workouts and cases to develop preservice teachers’ technology abilities within the context of their future classrooms. Through these activities, preservice teachers showed improvement in technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). Recommendations are made to other teacher educators on how to apply such principles within their own educational technology courses.

scholarly journals Model Pembelajaran Seni Musik melalui Lesson Study: Studi Kasus di SDN Jawilan, Serang

2015 ◽  
Vol 15 (2) ◽  
pp. 126-138
Author(s):  
Yulianti Fitriani
Keyword(s):  
Elementary School ◽  
Art Education ◽  
Lesson Study ◽  
Point Of View ◽  
Learning Problems ◽  
Classroom Teachers ◽  
Music Learning ◽  
Teaching Music ◽  
Methods Of Learning

Artikel ini dilatar-belakangi persoalan pembelajaran seni musik di SDN Jawilan Kab. Serang. Di SD ini penyelenggaraan pendidikan seni belum memperoleh perhatian yang cukup baik dari guru. Hal ini dapat dilihat dari pembagian alokasi waktu pembelajaran dan keterlibatan guru kelas yang tidak memiliki latar belakang pendidikan seni (musik). Dampak yang muncul, rata-rata siswa belum memiliki kemandirian dalam berkreativitas dan kurang berpartisipasi aktif dalam kegiatan musik baik di sekolah maupun di luar sekolah. Untuk memperbaiki persoalan tersebut dirasa perlu meminjam Lesson Study yang di dalamnya terdapat metode, pendekatan dan strategi pembelajaran sebagai pola untuk membelajarkan seni musik agar dapat memberikan alternatif sudut pandang terhadap persoalan metode yang tepat guna dan terencana dalam pengajaran pendidikan musik di SD, termasuk paradigma membelajarkan musik secara hakiki. Hasil yang diperoleh dapat memberikan alternatif sebagai dasar pengembangan pembelajaran seni musik. The Model of Music Learning through a Lesson Study: A Case Study in Jawilan Elementary School, Serang. The learning problems of music lessons at Jawilan Elementary School in Serang becomes the mainly source of the research background in this article. The implementation of art education in this school has not gained enough attention from teachers. It can be seen from the distribution of the allocated time of learning and the involvement of classroom teachers who do not have sufficient background in art education (music). The appearing impact shows that the average of students do not have any independence in creativity and have less-active participation in the activities of musical arts either in school or outside the school. However, solving the problem is necessary to do by using a Lesson Study as a pattern (approaches, strategies, and methods of learning) to teach music that can be used as an alternative point of view in developing methods and organizing the appropriate ones, including the paradigm of teaching music at school essentially. The results obtained from the activity may provide the alternative method as a basis for the development of learning music at school.

Teaching composing in secondary school: a case study analysis

2009 ◽  
Vol 26 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Benjamin Bolden
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Classroom Teachers ◽  
Experienced Teacher ◽  
School Students ◽  
Urban Centre ◽  
Case Study Analysis ◽  
Music Classroom ◽  
Meaningful Involvement

This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.

scholarly journals Integrating Technology into Teacher Preparation and Practice: A Two-way Mentoring Model

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Howard Slepkov ◽  
Jim Kerr
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Efficient Method ◽  
Teacher Candidates ◽  
Skill Development ◽  
Classroom Teaching ◽  
Classroom Teachers ◽  
Computer Skill ◽  
Use Of Technology

This article reports on a pilot case study exploring the opportunity for authentic professional development in the use of technology. Self-selected pre-service and in- service teachers were paired so as to reinforce and enhance, firstly, their computer skill development and, secondly, their ability to integrate these same skills into classroom teaching practices. It was proposed that both groups of participants would derive benefit from these pairings. Results overwhelming support this and suggest (a) a model for better preparing teacher candidates to be able to integrate computer skills into classroom programming and (b) a new, perhaps more efficient, method of professional development for busy, dedicated classroom teachers.

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