Do Preservice Teachers Believe They Use the Australian Professional Standards for Teachers to Inform Their Professional Learning?

Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will present seminal research detailing trends in preservice teacher use of the APST aligned to their professional learning within the theoretical and practical components of their study.

Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education

Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants (N = 215, age: M = 24, SD = 8.67, range 18–69) saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course.

WHICH TEAM ARE WE, LEAD TEACHER OR BOSS TEACHER? (AN INVESTIGATION OF IN-SERVICE TEACHERS’ THINKING AND DO TOWARD STUDENTS’ BEHAVIOR AND CLASSROOM MANAGEMENT)

Classroom management always be interesting issue to be discussed over years. It grows more interesting to be explored in its relation to the students’ behavior. By conducting a mini case study, the researchers obtained the data mainly by questionnaire and observations. The participant of this study is 23 in-service teachers who have a varied background and teaching experiences. The findings of this research show in detail how the teachers’ thinking toward the students’ behavior and their strategies to manage their classes. It is found out that the participants admitted that their students are mostly having disruptive behavior. However, the findings show that some of the teachers are able to have a proper strategy to deal with those behaviors; yet, they got difficulty to apply the strategies to the field. Conclusively, the obtained data also reveal which participant belongs to lead teacher and boss teacher.

inspection: The handbook for schools

In the first of a two-part series looking at the new Ofsted handbooks, lead teacher for Bristol Early Years Kate Irvine examines what's in the schools version

Arte en el silencio: Nueva experiencia hacia el rol del docente hipoacúsico bilingüe

Resumen: Este artículo busca compartir algunas reflexiones que surgen frente a la interacción educativa (docente hipoacúsico bilingüe o artista sordo — docente titular — estudiantes oyentes) como una construcción conjunta de conocimientos a través de la comunicación inclusiva y del trabajo colaborativo. Así pues, la importancia del acercamiento propuesto por el autor, que introduce una experiencia innovadora y reflexión personal sobre la comunidad educativa dentro de la escuela formal. Para entender la relación de las personas sordas a través de sus manifestaciones artísticas y sus distintas comunidades educativas, estableciendo un diálogo abierto, inclusivo y tolerante, con el fin de mejorar ciertas situaciones de trabajo realizadas en diferentes contextos sociales, artísticos y culturales. Por tanto, constituye una aproximación a la cuestión de inclusión social-laboral en las escuelas formales para ejercer su rol docente/tallerista de manera flexible, sensible y participativa. A su vez, se propone incluir un papel de mediador o mediadora entre la dupla tradicional, tanto el docente titular (persona oyente) como el tallerista (persona sorda) para incorporar y facilitar la utilización de la lengua de señas/signos dentro de la escuela formal. Sin embargo, este nuevo enfoque persigue el perfeccionamiento y la aplicación de la metodología inclusiva para repensar los problemas de la enseñanza artística, y de la utilización de estrategias de aprendizaje colaborativo en la formación de formadores (acompañamiento pedagógico) para potenciar su compromiso de la práctica de educación artística. Palabras clave: educación, inclusión, arte, pedagogía, discapacidad auditiva, sociología educativa. Abstract: This article seeks to share some reflections that arise in the face of educational interaction (bilingual hypoacous teacher or deaf artist — lead teacher — hearing students) as a joint construction of knowledge through inclusive communication and collaborative work. Thus, the importance of the approach proposed by the author, which introduces an innovative experience and personal reflection on the educational community inside the formal school. To understand the relationship of deaf people through their artistic manifestations and their different educational communities, establishing an open, inclusive and tolerant dialogue, in order to improve certain work situations carried out in different social, artistic and cultural contexts. Therefore, it constitutes an approach to the question of social-labor inclusion in formal schools to exercise their teaching/workshop role in a flexible, sensitive and participatory manner. In turn, it’s proposed to include a role of mediator between the traditional duo, both the lead teacher (hearing person) and the workshop (deaf person) to incorporate and facilitate the use of sign language inside the formal school. However, this new approach pursues the improvement and the application of the inclusive methodology to rethink the problems of artistic teaching, and the use of collaborative learning strategies in the training of trainers (pedagogical accompaniment) to enhance their commitment to the practice of artistic education. Key words: education, inclusion, art, pedagogy, hearing disability, educational sociology. http://dx.doi.org/10.7203/eari.9.12582

EVALUASI PELAKSANAAN PROGRAM SEKOLAH ADIWIYATA DITINJAU DARI ASPEK KEGIATAN PARTISIPATIF DI SDN UNGARAN I YOGYAKARTA

Abstrak: Penelitian ini bertujuan untuk mengevaluasi pelaksanaan program Sekolah Adiwiyata ditinjau dari aspek kegiatan partisipatif dan mengetahui hambatan dalam pelaksanaan program Sekolah Adiwiyata di SDN Ungaran I Yogyakarta. Penelitian ini merupakan penelitian evaluatif menggunakan metode survey. Subjek penelitian adalah kepala Sekolah, tim adiwiyata, komite, guru, dan siswa. Data diperoleh melalui angket, observasi, dokumentasi, dan wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan program sekolah Adiwiyata di SDN Ungaran I Yogyakarta berjalan baik. Hal ini ditunjukkan dengan capaian rerata pada aspek context, input, process, dan product pada penilaian siswa dan guru menunjukkan kriteria sangat tinggi. Hambatan yang muncul antara lain: adanya merger sekolah yang menyebabkan sulitnya manajemen PLH, kurangnya monev terkait kegiatan siswa dan guru dalam PLH, minimnya bahan ajar PLH, kurangnya kesadaran guru untuk melakukan penelitian terkait dengan PLH, serta rotasi guru yang menyebabkan program PLH kurang maksimal.Abstract: This study aimed to evaluate the implementation of the program in terms of aspects Adiwiyata School participatory activities and know the obstacles in the implementation of programs in the School Adiwiyata SDN Unggaran I Yogyakarta. This study is an evaluative research using survey methods. Subjects were school heads, adiwiyata teams, committees, teachers, and students. Data were obtained through questionnaires, observation, documentation, and interviews. The results showed that the implementation of the school program in SDN Unggaran Adiwiyata I Yogyakarta going well. This is indicated by the mean performance on aspects of context, input, process, and product in the assessment of students and teachers showed very high criteria. Barriers that arise include: the presence of the school merger causing difficulty PLH management, lack of monitoring and evaluation related activities of students and teachers in EE, EE lack of teaching materials, lack of awareness of teachers to conduct research related to EE, as well as the rotation of the lead teacher program HLM less than the maximum.Kata Kunci: Adiwiyata, kegiatan partisipatif, deskriptif evaluatif

The Back Page: My Favorite Lesson: The Bulldog Lottery

Several years ago I became the lead teacher for a newly created statistics course. I wanted the course to emphasize projects that would allow students to apply statistical knowledge to real-world situations. My Bulldog Lottery lesson allows students to apply the concepts of probability and expected value to a real-world phenomenon.

Configurations of Instructional Leadership Enactments That Promote the Teaching and Learning of Mathematics in a New Zealand Elementary School

Purpose: This article examines how and why four leadership functions are enacted in an elementary school, with a focus on hierarchical and “heterarchical” configurations of leadership. Research Design: The data were collected using an exploratory 2-year case study approach, and the data set comprises one-on-one interviews and relevant school documentation from school leaders and numeracy lead teachers engaged in reforming their mathematics teaching at an urban elementary school in a large New Zealand city. Four interrelated core functions of leadership are combined with configurations of leadership enactments to guide the analysis. Findings: The interplay between hierarchical and heterarchical enactments of leadership functions in hybrid forms appeared to strengthen the school’s work toward embedding the reform. Results indicate that the lead teacher can effectively support reform goals when this role is shared with others and when one lead teacher also holds a designated leadership role in the school, such as that of assistant principal. A list of strategies that supported embedding a reform in this school was developed from the findings. Conclusions: Combining leadership functions and configurations into one analytical frame is useful in building an understanding of the complexities of school-based leadership by capturing leadership enactments across all members of a school staff, not just those in designated leadership positions. What appears to be important in promoting instructional improvement is hybrid patterns of leadership—the combination of hierarchical and heterarchical leadership enactments—rather than either of these on their own.