Research on the predictivity of activity settings, preschool teachers' activities, and children's activities for interaction quality is inconsistent and cannot be transferred easily to specific ...national preschool contexts. The present study addresses this issue by assessing the interaction quality of 185 children aged 3-5 years attending 61 preschools in Austria using the Individualized Classroom Assessment Scoring System (inCLASS). Activity settings and activities were captured using a time-sampling method. Having included control variables, regression analyses revealed that scaffolding was positively related to children's interactions with teachers, free choice was positively related to interactions with peers, and 'high-yield' activities were positively related to interactions with peers and task orientation. Teacher-led activities and scaffolding were negatively related to interactions with peers, and 'low-yield' activities were negatively related to interactions with peers and task orientation. Effect sizes ranged from small to medium. The findings indicate that opportunities to support children remain untapped.
This study aims to describe the use of dynamic geometry software (DGS) by mathematics teachers in their teaching and learning activities. This study case involves two junior high school mathematics ...teachers who use DGS in their teaching activities. The data of this study were collected by recording teacher activity and interviewing the teachers. The data were then analyzed through data transcription, data categorization, data reduction, data review and analysis, and conclusion. The results of this study involved, first, the use of DGS in teaching and learning activities can be categorized into two activities: 1) shifting and 2) delivering content. The delivering content is later divided into two activities: a) applying representation and b) modeling. Shifting activity occurred when teachers had an interval period while conducting one activity to another. Delivering content-applying representation activity occurred when teachers were using DGS to deliver both conceptual and procedural materials to the students. Delivering content-modeling activity occurred when teachers were using DGS to make students acquire knowledge and have a problem-solving skill as performed by their teachers. The modeling activities occurred either explicitly and implicitly.
This article reveals the essence of the assessment of teachers’ activities. The authors show the importance of a comprehensive assessment of this activity. Today, comprehensive assessment of the ...activities of teachers is an urgent problem that determines the purpose of the work - the development of a model for evaluating the activities of teachers in an educational organization. The degree of development of this issue depends on the quality of education in general. Therefore, the authors not only developed a model for assessing the activities of teachers, but also conducted a study that revealed the results of introducing a rating model into the activities of an educational institution. On the basis of the results obtained in the future, work in an educational organization for the evaluation of the activities of teaching staff will be improved.
Holistic approaches involve integration of thinking and activities, inclusive ways of working with complex, cross-curricular, interdisciplinary and transcendental connections (Learning for the ...future, 2011, p. 7). Assessment of existing situations shows that teachers struggle with diversifying learning form and content and with varying the pace of work as well as the difficulty level of tasks. The holistic approach determines that one particular learning or activity sphere cannot exclude the others and that all of them are interconnected in a complex and nuanced way; therefore it is essential to identify the existing links between them. In pre-school education praxis the learning process is still divided into certain subjects with little emphasis on the integrated approach. In the process of implementing the learning content, the curriculum is composed of more than one particular situation or a case. The aim of this article is to describe the positive experience of teachers in terms of diversification of their activities and to determine the diversification principles which can help the pre-school children to discover their uniqueness and enable them to share their subjective experience as well as recognize the link between their lives and the outside world. As the result of this study, the diversification principles of teachers’ activities have been determined for the holistic development of children.
A partir de un registro oral de una clase de matemáticas de nivel secundaria en condiciones reales de trabajo, se presenta un análisis de diversas formas discursivas usadas durante el proceso de ...institucionalización del conocimiento, describiendo, en particular, las funciones y efectos de las intervenciones del profesor en la formulación de generalizaciones, síntesis y recapitulaciones de diversas actividades desarrolladas en el aula. Este estudio permitió identificar regularidades en las formas verbales del profesor que inciden en la historia de la clase, ya sea para mantener la continuidad del discurso, coordinar la institucionalización o enfatizar conceptos o ideas. Se concluye también que la institucionalización es un proceso continuo y cíclico del trabajo del aula, y que por lo tanto no necesariamente acontece en la etapa final.
U radu je prikazano istraživanje provedeno na Visokoj školi strukovnih studija
za obrazovanje vaspitača u Kikindi (VŠSSOV). Uzorak je bio namjeran i prigodan, a
činili su ga studenti VŠSSOV (N=133). ...U istraživanju je korišten instrument Kako radi
odličan nastavnik Jenrettea i Napolija (Jenrette i Napoli, 1994, prema Suzić, 2005, str.
861). Cilj ovog istraživanja bio je utvrditi razlike u vrednovanju aktivnosti nastavnika
koje najviše potiču učenje studenata VŠSSOV-a. Rezultati istraživanja upućuju na
opći zaključak da, u odnosu na studente temeljnih stručnih studija, student na master
studijama na višoj razini ocjenjuju aktivnosti nastavnika koje potiču proces učenja.
Kada je riječ o razlikama u vrednovanju aktivnosti nastavnika koje najviše potiču
učenje studenata VŠSSOV-a između prve i druge godine master strukovnih studija,
razlike se javljaju u tvrdnji da se nastavnici ponašaju u skladu sa standardima struke;
ponuditi pisane kriterije za vrednovanje programa već na početku semestra; postavljati
učenicima izazovne zadatke; vide učenike kao subjekte koji djeluju u široj perspektivi
od učionice; poštivati različite talente; i imati jasnu evidenciju napretka učenika.
In this paper, I examine supervisory functions and work of supervisors in boards of education through the analysis of some surveys. The survey is concerned with the work of supervisors in the three ...levels of boards of education in Kyoto and Osaka prefectures. I gained some findings from this survey as follows; 1 The work of supervisors depends on the characteristics of their organizations, the head office of the prefectural board of education, its branch offices and offices of the local boards of education. 2 The supervisory function of each office depends on the structure of supervisory administration, the size of offices of the local board of education, and the relations among each office. 3 Office work related to supervision occupies around 70 percent among all kinds of their work. On the contrary direct supervision on subject and teachers' activities occupies only a small part. 4 There are some differences of characteristics between office work related to supervision and ordinary office work. I submit two ideas on the reform of supervisory administration from the above findings; 1 It should be made clear what functions are done in each of the three levels of boards of education with respect to supervisory administration. 2 Though it was recognized that direct supervision would be most important for performing work as a supervisor, office work related to supervision should be paid much more attention. Therefore, it is necessary and important for supervisors to be certified and trained, focused on the expertise of office work related to supervision.
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