scholarly journals “I see students’ digital practices as an extreme impoverishment”: The Non-Use of the Competences Framework and Stigmatisation of Technology of Italian Secondary School Teachers

2018 ◽  
Author(s):  
Yvonne Vezzoli ◽  
Valentina Pagani
Keyword(s):  
Social Network ◽  
Secondary School ◽  
Web 2.0 ◽  
Professional Training ◽  
Secondary School Teachers ◽  
Influencing Factor ◽  
Social Network Sites ◽  
Assessment Practices ◽  
School Teachers ◽  
Starting Point

The research aims to explore empirically the competences-based teaching and assessment practices of 19 Italian secondary school teachers through a focus group methodology. The meeting was the starting point for a professional training course on inclusive learning design using multimodal digital environments, i.e. social network sites and the Web 2.0. Results show that the competences-based framework adopted at an institutional level more than one decade ago did not impact the knowledge-based teaching and “intuitive” assessment practices of participants. These conclusions advance the understanding of the weak relationship between educational policies and teaching practices in the Italian context. Furthermore, interesting limits toward pedagogical and digital innovation in secondary school emerged. In particular, the learning practices of young people in social network sites and Web 2.0 were identified as the most influencing factor on the perceived detachment between participants and their students. As a consequence, teachers stigmatised these technologies, revealing marked tensions while introducing ITC and innovative digital pedagogies based on new forms of learning. 

scholarly journals El no-saber en las cartografías sobre nuestro aprender como investigadores: una mirada post-cualitativa

2019 ◽  
Vol 37 (2 Jul-Oct) ◽  
pp. 49-66
Author(s):  
Carlos Canales ◽  
Paulo Padilla-Petry ◽  
Luispe Gutiérrez
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
The Other ◽  
Qualitative Investigation ◽  
School Teachers ◽  
Other Hand ◽  
Starting Point ◽  
Learning Scenarios ◽  
Primary And Secondary School

Partimos de un proyecto sobre cómo aprenden los docentes a partir de la creación de cartografías sobre sus escenarios de aprendizaje, los tránsitos y la relación dentro-fuera de la escuela/instituto. Antes de empezar nuestra investigación con el profesorado de educación infantil, primaria y secundaria, nuestro grupo de investigación empezó construyendo sus propias cartografías. Éstas son entendidas como una metodología de investigación narrativa y artística que nos ha permitido explorar intersticios, desplazamientos, trayectorias inestables, maneras de saber, montajes y enredos a través de los cuales los profesores siguen sus caminos de aprendizaje. El proceso de construcción de la cartografía sobre cómo, dónde y porqué aprendemos a ser investigadores nos obligó a cambiar el foco de la investigación. También nos obligó a cambiar la lente con la que miramos y el ángulo desde el que observamos. Investigarse para posteriormente investigar partiendo de metodologías artísticas: un paradigma que coloca al investigador en una posición de inseguridad y fragilidad. En el artículo partimos desde una posición de no-saber para realizar una revisión y estudio sobre la construcción de nuestras propias cartografías. Por otro lado, intentamos dar cuenta de muestras del proceso de cuestionamiento epistemológico, ontológico, ético y metodológico que parten de nuestro acercamiento a postulados de investigación post-cualitativos. The starting point of this article is a project about how teachers learn using cartographies to represent their learning scenarios, their transits and the relations of schools with what is outside them. Before beginning our research with kindergarten, primary and secondary school teachers, our group built their own cartographies.  They are understood as an investigation methodology that is both narrative and artistic and allows us to explore interstices, displacements, unstable trajectories, forms of knowing, assemblages and plots which teachers use for learning. The process of building cartographies about how, where and why we learn how to be researchers made us change the focus of our research. It also made us change the lens through which we look and the angle from which we observe. We did research about ourselves with a view to inquiring through artistic methods. This paradigm puts the researcher in a position of fragility and insecurity. In the article we situated ourselves in an unknown position with a view to reviewing and studying the process of building our cartographies. On the other hand, we tried to explain samples of our epistemological, ontological, ethical and methodological processes which stemmed from post-qualitative investigation assumptions.

scholarly journals SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF THE CHALLENGES AND SOLUTIONS TO ONLINE ASSESSMENT OF LEARNING

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Ezeugo Nneka Chinyere
Keyword(s):  
Secondary School ◽  
Digital Literacy ◽  
Professional Training ◽  
Secondary School Teachers ◽  
School Administrators ◽  
Online Assessment ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Anambra State ◽  
Assessment Of Learning

<p>The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

The Discursive Construction of Teacher Identities: Flemish Teachers' Perceptions of Standard Dutch

2016 ◽  
Vol 28 (3) ◽  
pp. 219-265 ◽  
Author(s):  
Steven Delarue ◽  
Chloé Lybaert
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Discursive Construction ◽  
Theoretical Discussion ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Identities ◽  
Starting Point ◽  
Standard Language Ideology ◽  
Primary And Secondary School

As a starting point, this paper offers a theoretical discussion of a number of widely used yet diversely conceived concepts: (standard) language ideology, identity, agency, and indexicality. Using these concepts, we analyze a number of illustrative interview extracts from a corpus of sociolinguistic interviews with Flemish primary and secondary school teachers. Our goal is twofold. First, we discuss how Flemish teachers perceive (the importance of) Standard Dutch and other, nonstandard varieties of Dutch. Second, we show how these perceptions discursively shape teacher identities of authenticity, authority, and professionalism.

scholarly journals Connecting Biology and Mathematics: First Prepare the Teachers

2010 ◽  
Vol 9 (3) ◽  
pp. 196-200 ◽  
Author(s):  
Andrej Šorgo
Keyword(s):  
Secondary School ◽  
Content Knowledge ◽  
Secondary School Teachers ◽  
Educational Process ◽  
School Teachers ◽  
Starting Point ◽  
Pedagogical Models ◽  
And Mathematics ◽  
Science Disciplines

Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

scholarly journals Teachers’ Interactive Cognitions of Differentiated Instruction: An Exploration in Regular and Talent Development Lessons

2021 ◽  
pp. 016235322110014
Author(s):  
Saskia Stollman ◽  
Jacobiene Meirink ◽  
Michiel Westenberg ◽  
Jan van Driel
Keyword(s):  
Secondary School ◽  
Differentiated Instruction ◽  
Instructional Strategy ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Stimulated Recall ◽  
Starting Point ◽  
Teachers Perspectives ◽  
Stimulated Recall Interviews ◽  
Development Trajectories

Differentiated instruction (DI) is an effective instructional strategy to maximize individual students’ abilities; in practice, however, its implementation appears to be problematic. To better understand teachers’ perspectives on DI and the effect different teaching contexts can have, we explored teachers’ interactive cognitions of DI in their regular lessons and in “talent lessons.” Four stimulated recall interviews were conducted with a sample of secondary school teachers ( n = 4) in the Netherlands. We found that teachers’ interactive cognitions varied depending on the context. More specifically, it appeared that in the “talent lessons,” teachers focused more on small groups or on individual students than they did in the regular lessons. Also, regardless of context, teachers often take student characteristics into account, but how they do this varies among teachers. This study provides a valuable starting point for professional development trajectories and aimed to develop teachers’ implementation of DI while taking individual differences among teachers into account.

Followership styles and job satisfaction in secondary school teachers in serbia

2016 ◽  
Vol 45 (3) ◽  
pp. 503-520 ◽  
Author(s):  
Darko Hinić ◽  
Jelena Grubor ◽  
Lida Brulić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Professional Training ◽  
Secondary School Teachers ◽  
Educational Institutions ◽  
School Teachers ◽  
Organizational Goals ◽  
Satisfaction Rate ◽  
Economic Satisfaction ◽  
Independent Thinking

The aim of the study was to determine the frequency of followership styles, and their connection with job satisfaction and satisfaction with extrinsic/intrinsic aspects of work in teachers. The sample included 206 secondary school teachers of three grammar and three vocational schools in three towns in Serbia. The results indicate that the most prominent followership styles were star followers (58.7%) and pragmatists (39.8%). Star followers attached greater significance to intrinsic aspects of work and reported a higher job satisfaction rate, while pragmatists placed more importance on extrinsic ones. Independent thinking correlated with intrinsic aspects of work and job satisfaction, and active participation with job satisfaction and both work aspects. The results also show that a higher degree of engagement (particularly when combined with economic satisfaction) predicted a higher level of job satisfaction. If dominant followership and motivational structures of teachers were learnt, the management of educational institutions would be improved because teachers who participate in making work decisions have a greater sense of empowerment and commitment to organizational goals. Although affected by types of personality, dominant followership structures of the teacher may be influenced during the course of professional training, thereby directing them towards the development of functional followership types.

scholarly journals The Theoretical Aspect of Training Future Teachers to Formation of Pupils' Value Orientations in Terms of Civilizational Changes

2017 ◽  
pp. 51-55
Author(s):  
O. Vlasenko
Keyword(s):  
Secondary School ◽  
Professional Training ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Theoretical Aspect ◽  
Value Orientations ◽  
Future Teachers ◽  
School Teachers ◽  
Methodical Basis ◽  
Effectiveness Of Training

In the research there are analyzed theoretical and methodical basis of values orientations formation of future secondary school teachers. It is elaborated the model of scientific-methodical providing of staged forming of values orientations of future secondary school teachers during the professional training; it is grounded the necessity and it is proved the topicality of implementation of different aspect and multilevel pedagogical conception of forming of values orientations as the source of development of moral personality of future secondary school teacher; it is represented the author's scientific-methodical resource on forming of values orientations of future secondary school teachers during the process of educational studies and extra-curricular work at high educational establishments. It is proved that due to the implementation of model of forming of values orientations of future secondary school teachers and due to the scientific-methodical system of its staged providing it is possible to increase significantly the effectiveness of training of future specialists of secondary school for the pedagogical activity. It is proved that the method of the gradual development of the values orientations of students can be effective in the condition of a positive attitude of future teachers of secondary school to pedagogical activity; of continuity of the formation of values orientations; the greening of the content of humanitarian disciplines.

Sign in / Sign up

Export Citation Format

Share Document