Rosalind Hurworth's (2008) new book, Teaching Qualitative Research: Cases and Issues, presents its readers with a well-researched and detailed account of contemporary qualitative research education. Based upon her extensive review of the literature and field work observing faculty members and students in a variety of classroom settings, Hurworth shares the lessons she learned from this investigation and offers readers a long list of ways we can improve how we help our students and ourselves to learn qualitative research.
Although legislation has made achievements to strengthen the rights of homosexual people in many European countries, the school setting seems to be a place where it can be hard to be open as a homosexual person. This article presents articulations of what it is to be homo- or bisexual as a teacher, based on a discourse analysis. The empirical material suggests two different discursive approaches described as vigilance and resource, suggesting different realities of these teachers. It is interpreted that it is not enough only to rely on laws and a positive mind-set of the general public. An explicit support from colleagues is suggested to be crucial to facilitate this group's prerequisites to participate equally compared to norm conforming colleagues.
Teacher efficacy is largely unexplored in Trinidad and Tobago, resulting in a deficit in understanding of teachers' beliefs about their ability to teach. This is important since teachers' beliefs influence how they feel about their work, how they assess and perform teaching tasks, and the educational experiences they provide for their students. This study examined three dimensions of teacher efficacy of secondary school teachers who were newly enrolled in an in-service teacher training programme at a university in Trinidad and Tobago. Teacher efficacy for classroom management, instructional strategies, and student engagement was measured using the Teachers' Sense of Efficacy Scale, and analysed for differences by participants' sex, age, years of service, and school type. There were no differences in teacher efficacy by teachers' sex and years of service. Teachers over 45 years reported significantly stronger teacher efficacy for classroom management than younger colleagues. Teachers at government-assisted schools reported significantly higher teacher efficacy for classroom management and student engagement than those at government schools. Follow-up research should examine the sources of efficacy information that influence teachers' practice, in order to determine the contextual factors related to the school environment that influence teacher efficacy, and the influence of teacher training on teacher efficacy beliefs.
The use of Information and Communication Technology (ICT) has become a major driving force in transforming education throughout the world. The usage of ICT in Pakistan has increased many folds in the last 10 years. The latest educational policy of the Government of Pakistan has stressed on using ICT in schools. The curriculum documents have also suggested teachers to integration ICT in their classrooms teaching and learning processes. This study focuses on the use of ICT in schools of Pakistan and it is restricted to four major cities of Pakistan. The study investigates students' and teachers' use of ICT in their everyday life. The study also explores students' views of their teachers using ICT in classroom teaching learning and assessment. The data were collected using survey questionnaire from students studying in secondary schools (classes 7, 8, 9, 10& 11.) and teachers teaching to secondary classes. The schools were invited to participate in this study. The study finds that students and teachers have access to computers in schools and at home and they use computer for different purposes, such as, entertainment, communication, and education. The study also highlights differences amongst teachers and students about what technology to be used in classroom and for what purposes. The study discovers two opposite views. On the one hand teachers believe they use ICT effectively while on the other hand students disagree with their teacher's idea of ICT integration in classroom.
High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training in economics than most other social studies disciplines. In this self-study, the instructional affordances and constraints of an experimental economics methods course are analyzed in terms of developing secondary social studies preservice and inservice teachers' pedagogical content knowledge (PCK) in economics from both the instructor and pre and inservice teachers' perspectives. Two course assignments appeared to most notably develop PCK in economics, the Analysis of Economic Events and the Active-Learning, Interdisciplinary Economic Lesson. Findings suggest interrelationships exist among common content knowledge, specialized content knowledge, and horizon content knowledge for teaching economics. Implications and instructional suggestions for social studies teacher education and professional development are discussed.
WOS: 000384748400018 ; Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers` perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach. Findings: Teachers perceived the concept of social justice in terms of equality, justice, discrimination, human rights, respect, and tolerance. Teachers expressed their sensitivity to equalitarianism, as well as their efforts to prevent discrimination in their daily lives, abide by social rules, protect the environment, and not violate disabled citizens. A few teachers reported their active engagement in the activities of non-governmental organizations, and all teachers generally indicated that the development of their perceptions of social justice had been affected by their families, educational backgrounds, living environment, and the schools where they work. The teachers expressed not discriminating students, exhibiting positive attitudes toward them, and to some extent, demonstrating aspects of human rights, democracy, and environmental protectionism during lessons. However, teachers indicated no perceptions of struggles against injustice and did not report having experiences with such struggles during lessons. In general, their experiences were affected by their perceptions, their experiences in non-governmental activities, curricula, and course textbooks, and the socio-cultural structure of their schools. Conclusions and Recommendations: Social studies teachers' perceptions of social justice were consistent with their experiences demonstrated during lessons. The teachers mentioned several examples of historical and recent social injustice, but did not conduct any discussions or solicit suggestions about how to overcome such injustices. It is thus necessary to reconsider pre- and in-service training programs within the context of social justice and education. ; Anadolu University's Scientific Research Project Unit [1502E0890] ; This research was generated from a master's thesis, which was supported by Anadolu University's Scientific Research Project Unit (no. 1502E0890). The research was previously presented as an oral presentation at the 5th International Symposium on Social Studies Education organized by Pamukkale University on April 28, 2016.
Regardless of the increasing emphasis on the importance of language teachers' content knowledge, there is a lack of consensus regarding its constituents. To this end, a panel of experts and non-experts were requested to express their opinions regarding the constructs of content knowledge (CK) in the format of an open-ended written questionnaire. The findings indicate that teachers' CK includes eleven categories: teaching skills, structures, method and approaches, curriculum, language acquisition theories, classroom context, language testing theories, learner related knowledge, ELT research methods, and teacher related knowledge. The findings can help training educated teachers to be familiar with various aspects of the CK.
It is a fact that as Indonesians, we currently live in the midst of a pluralistic society. This condition can have two effects at once, both positive and negative. It becomes positive when we can maintain and care for the diversity and richness of culture, customs, race, ethnicity and religion. On the contrary, it can be negative and even a threat to the unity of this nation if mutual hostility because of existing differences grows and an attitude of tolerance is not adopted. To ensure that our nation becomes a harmonious and peaceful nation, it is important to introduce this diversity to our community. One way to introduce it is by multicultural education through the existing educational institutions or schools. Therefore, it is time for schools to welcome the adoption of multicultural education. This multicultural education can succeed if adequate human resources support it. One of the most important factors in organizing this multicultural education is teacher. No less important in this case is the presence of religious education teachers. They have a central role because it is they who will be the captain who can direct students in the desired direction. Today, there are still many religious education teachers who have not been able to get out of their zone of exclusion in delivering religious material to the students. So, at this time we need to prepare religious education teachers who have good qualifications, good competence as well as certified (according to government regulation). In addition to that, they have an open insight, are willing and able to apply an inclusive-pluralist religious paradigm. It is religious education teachers like this that must be prepared in the midst of Indonesia's current pluralistic society.
A guide by an education charity on how best to use teaching assistants recommends they should support all pupils, not just the most disadvantaged, so freeing up teachers to focus on aiding struggling children
Publisher's PDF ; The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum. ; University of Delaware. School of Education.
