Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for ...RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers' views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers' adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to "CARE" about global issues, "KNOW" science concepts and "DO" actions through an active open schooling network. The key drivers for educators' adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner's achievements and difficulties.
Background: Online learning environment (OLE) has provided teachers with excellent opportunities for professional development. The present study attempted to investigate how Iranian teachers used ...this for their professional development. Methods: In this study qualitative research approach was used. The participants consist of 25 teachers who actively promote the educational applications of the virtual environment. They were selected from among the teachers of Hamedan Province and were invited to a semi-structured interview. Snowball sampling technique was used, and the number of participants was decided to be 25 according to the principle of theoretical saturation. Results: The findings suggested that teachers mostly use information retrieval, production and presentation of contents, and interactive tools for their professional development. By using information retrieval tools, they can access their required information in various fields, become informed about conferences and educational workshops, rethink their experience as well as improve their self-confidence in responding to students’ questions. By using content production and presentation tools, they can produce high-quality multimedia contents, design various learning activities, encourage students to participate in activities, and adopt active teaching methods. Conclusion: teachers can use online learning environment (OLE) for their self-directed professional development through searching, interactive and content production tools.
This paper examines the actual circumstances of the recent teacher shortage in public elementary and middle schools in X Prefecture. Although the teacher shortage has been reported before, few prior ...studies have investigated it empirically. With the cooperation of all five branch offices of the Prefectural Board of Education, data was collected in three ways: 1) a questionnaire survey in June 2021 of the branch offices, 2) three interview surveys in July 2021 of the administrative officers at the town level, and 3) 2019-2021visiting surveys of the X Prefecture branch offices and the municipal Boards of Education of four towns. First, the questionnaire surveys clarified the actual numbers as of May 1, 2021 in three stages. 1) As the first stage, 1,971 positions for full-time teachers-with-tenure were unfilled. 2) Teachers-without-tenure were recruited in the second stage, but 150 positions remained empty. 3) Part-time teachers were recruited in the third stage, still leaving 115 positions empty. 4) In the end, each school was required to manage by themselves. This survey also made it clear that the teacher shortage increased in each term because more and more teachers left on maternity or sick leave, with no substitutes. This suggests that the first national teacher shortage survey by the Ministry of Education, Culture, Sports, Science and Technology in July 2021 should have been re-designed, because it focused only on the conditions of the first term. Second, the paper found that the teacher shortage had been increasing in this prefecture since 2018, caused by multiple factors on the micro/meso/macro levels at each stage. 1) Four factors were found in the first stage. (1) Although teacher numbers were strictly determined by national law, the government had not revised these figures for 41 years. The local government had additionally decreased the figures in order to prepare for a future teacher surplus based on declining birthrates. However, teacher demand rose due to the increase of children with special needs. (2) Administrators were cautious about hiring teachers-with-tenure. While the number of teachers could not exceed the set amount, hiring was risky because of the greater number of small and transient special education classes. (3) Fewer applicants were taking the employment exams. Teaching itself was not as attractive as before. (4) More teachers were taking maternity leaves, and for longer periods. 2) The shortage in the second stage was caused by the lack of teachers-without-tenure. Few teachers were on the candidate list because most of them were already hired with tenure. 3) The shortage in the third stage was caused by the teacher license renewal system which began in 2009. Many licenses had expired. Third, the effects of the shortage were examined. It caused overwork among teachers, because each school had to cover 3.91 teachers' absence as a team. The paper also found that 60% of current teachers had less than ten years' experience, which is likely to have negative effects both on the quality of teaching and the professionalization of teaching.
This article reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. The study reported here is part of a larger body of research on ...video-enhanced teacher reflection. For this study, we used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. The first group debriefed with a teacher educator immediately after teaching their lesson. They later wrote about critical incidents that occurred during their teaching. The second group had no debriefing, but the participants were asked to capture their lessons on digital video, edit their video for two critical incidents, and reflect on the incidents in written form using the same rubric as the first group. Given that both groups used the same reflection guide, we found that students who developed video vignettes produced longer and more multifaceted reflections. We found implications of these results to be an important step towards facilitating novice teachers' development.
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Dostopno za:
BFBNIB, CEKLJ, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design ...addresses the complexity of teachers’ knowledge. It is aimed at exploring the development of teachers’ mathematical and pedagogical conceptions associated with systematic employment of multiple-solution tasks (MSTs) in a “problem-solving” course for prospective mathematics teachers (PMTs). Our attention to teachers’ mathematical conceptions focused on the development of PMTs’ problem-solving competences. Our attention to teachers’ meta-mathematical and pedagogical conceptions focused on changes in teachers’ views concerning the level of interest and level of difficulty of the mathematical tasks. We differentiated between the systematic and craft modes of professional development integrated in the course. Systematic mode involved problem-solving sessions and reflective discussions on collective solution spaces. Craft mode involved interviewing school students. The study demonstrates the effectiveness of MSTs for PMTs’ professional development.
The purpose of this study is to identify how teacher who has continued to work on "Student-centered teaching and learning" and "Using ICT" has formed beliefs. Interviews with one expert teacher ...revealed three main characteristics. (1)The teacher was primarily influenced by "school research" throughout his life history. (2)The teacher was trying to transition leadership in capacity development to the student in stages while gaining experience in the beliefs involved in "Student-centered teaching and learning". (3) The transformation from "Beliefs aiming at using ICT" to "Beliefs using ICT as a means to student-centered teaching and learning" revealed that classroom innovation occurs smoothly.
The study done in Slovenia examined grammar and elementary teachers’ perceptions of cooperative learning. The sample consisted of 542 Slovene elementary and grammar school teachers, who teach ...Slovene. The main question of the research was how teachers assess the value of group learning in comparison to individual forms of learning. From their perceptions, we can draw conclusions about their development, the introduction of group work within lessons and about the encouragement of pupils towards collaborative learning. The main finding of the research is that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when teachers are grouped according to their years of experience (seniority), there are differences in their assessment of group learning. However, it is not possible to get a linear pattern from the results (e.g. showing that years of experience do or do not contribute to the perception of the importance of group learning), a finding which supports the critical opinion that teachers’ experience depends not only on the quantity (years of experience), but also on the quality of experience.
This paper discusses the beginning steps of the author as a special education teacher in a large Southwest public school district in the US. The author discusses his first year of experience in a ...large US middle school as an inclusion teacher by using self-reflective practice in the form of excerpts from his learning journal to become aware and understand the complexities of becoming a special education teacher. The metaphor of the maze is introduced and used as the lens through which the author experienced his becoming a special education teacher and how the metaphor of the maze dominates the professional growth and identity of the author in the field of special education.
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