Teacher professional development

Specialization monograph Graduate Distance Program Federal University of Santa Maria PERCEPTIONS OF TEACHERS EARLY YEARS OF ELEMENTARY EDUCATION ON PHYSICAL EDUCATION PRACTICE WITH CHILDREN AUTHORA: CARLA PRADO KRONBAUER ORIENTADOR: GUSTAVO DE OLIVEIRA DUARTE Date and place of defense: Santa Maria, February 27th, 2015. This study was part of the Graduate Distance Program of the Sports and Physical Education Center, Federal University of Santa Maria and aimed to analyze the perception of teachers' Early Years of primary school, about the practice of Fitness with children. This research is justified by the importance of physical education to develop the building of the student as a whole in the teaching-learning process in the school setting. The methodological approaches that have been adopted followed the assumptions of qualitative approach of a case study. The field of study was the Primary Education State School Marieta D'Ambrose, the city of Santa Maria, with information ...

Este artigo apresenta aspectos de um estudo que teve como objetivo compreender as formas de participação do professor na aula de Matemática, ao utilizar materiais curriculares educativos, ou seja, materiais didáticos que além de apoiarem o aluno, possuem elementos de apoio ao fazer docente. Consideramos estes materiais como objetos de fronteira para subsidiar esta compreensão. Duas professoras foram entrevistadas e observadas ao fazerem uso desses materiais. A análise qualitativa sugere que professores podem participar de uma aula de matemática seguindo as sugestões e exemplos do material, diversificando estratégias de ensino da Matemática, ou ainda, usando o material como acessório na sua aula. Estes modos de participar estão relacionados ao reconhecimento das experiências reificadas no objeto de fronteira como similares ou não ao repertório da comunidade social escolar.

In the mathematics education literature different names are given and distinctions made to the different types and forms of repetitions. This has led to ambiguity in the meaning and use of terms like revoicing, yet the distinctions made have important consequences for the negotiation of knowledge in mathematics classroom interaction. In this paper two examples are offered to illustrate one such distinction focusing specifically on the use of revoicing in the mathematics education literature, considering specifically the influence these distinctions have on epistemic rights and responsibilities within the interaction.

Training for the teaching profession is nowadays a strategic issue in light of contemporary educational challenges. Diversification of school populations, curriculum design, integration of digital technology, and changing institutional expectations, all these changes are reexamining the methods of teacher professionalization (Perrenoud, 2001; Hélou & Lenoir, 2020). In this context, training systems must go beyond the simple

The paper examines how community was established in a professional development institute that focused on algebra content knowledge for middle school mathematics teachers. This qualitative study was framed within a situative perspective. We analyzed multiple data sources to identify the ways in which community was established. Results indicate that giving tasks that provided access to all participants on the first day allowed active participation from all participants and characteristics of community emerged. Characteristics that were evidenced in triangulated data indicate that explaining and clarifying ideas, building off of others' ideas, admitting weaknesses, giving praise to others, and laughing were indicators that community was being established. [Ken, the reporter, gets up to come to the overhead Mary, Mindy, and Allen get up as well.] Mary: This is a team effort. Allen: you might need us. Kris: You guys don't have to come up. Mary: Cover that part [of the overhead] up. Ken: You have seen this before maybe [showing a table they made to represent the problem]. We started with the number of lines, then the minimum number, and the maximum number. [agreement from teammates] Ken: [jokingly asks] Can I go on? [directed to his teammates responses] Mia: This was Ken's idea [pointing to the next column on the chart] before lunch. He noticed that something was going on with the number of intersections. Like how many intersections did you have and the resulting number of pieces. Allen: This is kind of going off of what the last group introduced that the intersections had to increase by 1, 2, 3, etc. This was the actual number of intersections so these should line up. Mary: [goes to the screen of the overhead] So this would be the 1, 2, 3, 4, as she points to different intersections that were aligned with the previous groups chart. But also, Mia and I PME28 -2004 2-229 were like these numbers look familiar and Mia remembered they were all triangular numbers and I was like whatever but after she showed me why I was okay I get it. Ken: This brings up for those of us who paid attention during high school math. [sarcastic saying he did not know triangular numbers previously.] [lots of laughing and references made to other summer content courses.] Oh yeah! Pascal's Triangle! Who is Pascal? I thought that was a chip. Ken: And then they came up with this thing which is really pretty awesome if you notice these numbers [circles 1, 6, 10, 15] if you look at the number of intersections you will notice they are the same. Mary: Allen tell them what you came up with at this point. Allen: The column over here is exactly what the last group said this is where it increases over 1,2,3,4,5,6,-then the next column is the number of intersections so that is where it increases and where this formula came in [pointing to the overhead and explaining the similarities] We tried to figure out how to get from these numbers [number of intersections] to the maximum. Ken: So we came up with n is the number of lines which is how we all did it. Then n + 1 is the minimum-most of us came up with that. Then we took that [(n + 1)/2] + 1 would be the maximum which is basically what you can do with the triangles somehow. Mary: Yeah.

The purpose of this article is to share the conceptual framework and beginning analyses of data from a teacher professional development program that focuses on cultivating teachers' understanding of algebraic thinking, learning, and teaching. Specifically, in this paper we share: (1) the conceptual framework that has guided the structure of the professional development program and research agenda, and (2) an initial set of findings from the first component of the program. These findings illustrate strategies for developing community among teachers, as well as the potential of using a professional learning community as a context for fostering teacher learning.

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, five research-based heuristics are derived. Research findings of a number of studies are further used to illustrate the specification of heuristics. Specifically, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning.

Mathematics is not only about formulas or procedures-it is a living subject that can nurture creativity, inquiry, and resilience. Yet in many classrooms, it is still reduced to repetitive exercises and rote answers. To transform this experience, teachers can shift their focus from teaching mathematics to helping students live mathematics.

Zarf-fiil ekleri, fiillerin cümle içinde zarf olarak kullanılmasını sağlayan ve çeşitli işlevleri olan dil yapılarıdır. Zarf-fiiller, bazen temel işlevlerini kaybederek başka bir yapıya bürünmüşlerdir. Türkçenin tarihî dönemlerinden itibaren kullanılan ve sınırlama işlevine de sahip olan -(y)IncA+(y)A kadar, dek, değin anlamındaki -(y)IncA, -(y)UncA eki, Türkiye Türkçesinde bu işlevini kaybederek -(y)IncA+(y)A kadar, dek, değin şeklinde kullanılmaya başlamıştır. Irak Türkmen Türkçesinde de -(y)IncA+(y)A kadar, dek, değin anlamında sınırlama işleviyle kullanılan ek, tarihî Türk lehçelerinde olduğu gibi bu işlevini korumuştur. Ekin Türkiye Türkçesinde bulunmayan bir işlevi de -AcAğInA anlamında mukayese, karşıtlık bildirmesidir. Irak Türkmen Türkçesinde ek, bu işlevle de kullanılmaktadır. Zarf-fiil ekleri, iyelik ekleri almazlar. Irak Türkmen Türkçesinde, -(y)IncA, -(y)UncA ve -AndA ekleri, iyelik kökenli şahıs ekleriyle birlikte de kullanılmaktadır. Dikkat çeken bir diğer nokta da birleşik yapıdaki zarf-fiil ekleridir. -mAğIydAn, -mAğI birli, -dIğIydAn, -dIğI birli, -dIğı yerde, -m...-m+da yapıları zarffiil görevinde kullanılmaktadır. Çalışmamızda bütün bu konular üzerinde durulacaktır.

This study presents the FEE (Formation, Elocution, Evaluation) instructional model developed from phenomenological research on Filipino ESL learners' experiences with oral presentations. Based on lived experiences of fifteen Grade 8 students from Rizal High School, the model provides a structured framework for implementing oral presentation activities in ESL classrooms that addresses both linguistic competence development and affective learning factors. The Formation phase emphasizes systematic preparation, deliberate practice opportunities, and confidence building through comprehensive teacher guidance and structured peer support systems. This preparatory stage incorporates research skills development, topic mastery, and presentation rehearsal within supportive learning communities. The Elocution phase focuses on actual presentation delivery, incorporating integrated verbal and non-verbal communication skills with strategic visual aid integration to enhance comprehension and reduce presenter anxiety. Students apply practiced techniques while demonstrating communicative competence through authentic speaking tasks. The Evaluation phase promotes constructive feedback mechanisms and structured self-reflection activities for continuous

In this international conference, the Disruptive Continuity Model for post-pandemic approaches in teaching, learning, and assessment establishes the ongoing implementation of emerging pedagogical strategies for both basic and higher education programs. It aims to continue supporting the capital-intensive investment in the digital transformation of the educational system. This model ensures that system analysis of the post-pandemic transformation requires a revival of 21st-century skills and the 4th Industrial Revolution to maintain quality education in basic and higher education programs. The Teacher Education program needs to synthesize the evolution of this model to support the International Research Agenda for ICT and Development, technological integrations, and content and learning strategies through emerging pedagogical standards in the Teacher Education program.

Las percepciones de las influencias de las metodologías empleadas por los y las docentes de la Licenciatura en Español de la Universidad de Panamá, expone: los aspectos generales que lo describen, el marco teórico de la investigación y se examinan teorías que tratan de explicar las metodologías empleadas en la praxis didáctica, las teorías que influyen en la enseñanza y aprendizaje; se da a conocer el marco metodológico empleado en el trabajo, para entrar a examinar: los métodos y las técnicas más empleadas por los y las profesoras, las estrategias de enseñanza y aprendizaje, la conformación de las pruebas, las teorías que subyacen en los docentes, la relación objetivos, contenido y método visto desde la perspectiva de los estudiantes. Se examinan las opiniones de estudiantes, profesores, directora, personal de secretaría, empleando varios instrumentos para verificar los hechos, tras lo cual se arriba a las conclusiones y recomendaciones de este trabajo final

This chapter discusses how an initiative in India called Continuing Professional Development Policy Think Tank (henceforth the Think Tank) promoted in-depth thinking and deliberations on issues and challenges in the continuing professional development (CPD) of English teachers at various levels of the education system, from policy-makers to practitioners. Though initiated and financially supported by an external agency, the British Council, this was an autonomous group consisting mostly of Indian professionals, whose primary focus was to expand and deepen understanding of CPD in the Indian context. The Think Tank represents an important milestone in CPD thinking and practice in particular, and teacher education in general in India.

Societies worldwide are experiencing an increasing need for expansion in their technical workforce. One promising source of recruits is women. Despite their potential (and historic) contributions, women remain marginalized within the professions, unrecognized in the broader society, and underserved academically in mathematics and science classes. Because of the multifaceted nature of the problem (e.g., lack of mentorship, misogyny, demoralization), efforts to remediate the situation must also be multi-level or interstitial. In an effort to bolster their recognition and potentially increase their number, the academy now recognizes STEM, i.e., Sciences, Technology, Engineering, Mathematics (STEM). Given its role in education and the interstitial nature of instruction, the co-editors argue for the inclusion of Humanities (i.e., literacy [e.g., children's literature]) producing the acronym SHTEM.

Nyere forskning har vist, at anvendelse af digitale teknologier inden for de videregående uddannelser indebaerer en raekke paedagogiske udfordringer, som nødvendiggør udvidelse af undervisernes professionelle udvikling. I denne artikel praesenteres den første konceptualisering af Teknosofikum, som er et treårigt projekt (2020-2023) finansieret af Uddannelses-og Forskningsministeriet for videregående uddannelse og videnskab (UFM), der har til formål at fremme undervisernes professionelle udvikling inden for teknologiuddannelser. Artiklen er baseret på data fra den første iteration; herunder definition af den tilsigtede laeseplan, indholdsudvikling med fageksperter og design af laeringsaktiviteter. I artiklen anvendes et sociomaterielt perspektiv informeret af STS, kritisk design og feministiske studier. Gennem disse teoretiske perspektiver forstås videregående underviseres professionelle udvikling inden for teknologiuddannelse som viden, der op-og indføres gennem en tilgang til kritisk relationel paedagogik. Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, I present the first conceptualization of Teknosofikum, a three-year project (2020-2023) funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers' professional development in technology education. The paper draws on data from the first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, HE teachers' professional development in technology education is understood as knowledge enacted through an approach of critical relational pedagogy. Learning Tech | Teknologiforståelsens fagdidaktik Teacher professional development in higher education and the Teknosofikum project

This study explored how an intervention directed at dialogic classroom talk affects conversation quality during shared book reading in Dutch early childhood classrooms. Over six weeks, teachers from 21 classrooms read a picture book twice a week to the children (N = 403 children aged 4-6). Teachers in the intervention condition were instructed to use dialogic talk tools during shared book reading, while teachers in the control condition read the books as they were used to. Reading sessions were recorded on video. Lesson transcripts of pre-and post-observation were analyzed on whole-class discourse characteristics. Outcomes of Mann Whitney U Tests indicated a significant increase in duration of reading sessions, children's mean length of turn, and use of key linguistic features in the intervention condition compared to the control condition. Teachers' conversational skills did not significantly change. Findings confirm that dialogic classroom talk during shared book reading can improve children's speech.

The article presents the results of a psychodiagnostic study of the intellectual and creative abilities of children of primary school age. The methodological basis of the study is the cultural-historical theory of the development of the psyche by L.S. Vygotsky, understanding of abilities as a component of personality, naturally developing in the process of ontogenesis and having an individual measure of severity. Based on this concept, the authors proposed to differentiate the abilities of children into three levels: a high level of ability development ("signs of giftedness"), an average level (normative), below average ("in the zone of proximal development-ZPD"). The article also presents a methodology developed by the authors for presenting individual indicators of children's development: "Map of indicators of cognitive and creative abilities of children." Keywords abilities, giftedness of children.

Science education plays a crucial role in equipping learners with the skills needed to address real-world challenges and foster innovation. However, traditional methods of science teaching, such as lecture-based delivery and rote memorization, often fail to engage students or promote deeper understanding and critical thinking. Metacognitive strategies-defined as the ability to plan, monitor, and evaluate one's own cognitive processes-offer a transformative approach to science education. These strategies
empower students to take ownership of their learning, enabling them to become self-regulated learners capable of tackling complex scientific problems. This study explores the potential of metacognitive strategies to revolutionize science teaching by shifting the focus from passive knowledge acquisition to active, reflective and experiential learning. It examines how these strategies can enhance student engagement, foster critical thinking, and promote problem-solving skills through practical techniques
such as self-questioning, reflective journaling, think-aloud protocols, and collaborative discussions. The integration of digital tools, such as online simulations and interactive learning platforms, further enhances the effectiveness of these methods. The study also addresses challenges in implementing metacognitive strategies, including resistance to change from traditional teaching practices and varying levels of student readiness. To overcome these barriers, the study emphasizes the importance of
professional development programs for educators and phased implementation approaches.

The present research is a team effort and I had the privilege of being a part of it. The study is funded by SCERT, Delhi. This is a follow up study of a TPD on CPELO for government school teachers of grades III- V. The study explores which classroom practices in a government school setting, were functional, adapted or discarded.

The research focuses on the implementation of the Classroom Practices for Enhanced Learning Outcomes (CPELO) module, a structured teacher training program designed to foster student centered learning. By evaluating the integration of innovative classroom strategies such as collaborative learning techniques, constructivist approaches, and formative assessments, this study highlights the effectiveness of these methodologies while also identifying challenges that need to be addressed for better implementation.

AbstractThe research was conducted in order to solve the students’ problem in mastering vocabulary. The form of the research is classroom action research, in which the subjects are seventh-grade students of SMP Negeri 13 Pontianak in Academic Year 2018/2019. The subject of this research were 25 students in VII J. The data were collected using field note, interview, and test. The result of data analysis showed the improvement of students’ vocabulary mastery. By using animated video in teaching and learning process, the students’ mean score improved from 64,4 to 80,4 in the last cycle. The video made the students enjoy the learning process. Two elements provided in the video, visual and sound, made students easier in recognizing the vocabulary. The students’ knowledge in vocabulary also improved from cycle to cycle. It also helped students in answering the test. It can be concluded that the students’ vocabulary mastery by using animated video was improved. In other words, the video he...

Este artigo tem por objetivo discutir o papel das tecnologias digitais no processo de coleta e análise de dados em pesquisa qualitativa. Apresentamos duas pesquisas, de cunho qualitativo, com objetivos e contextos distintos que ilustram o modo como os dados podem ser coletados utilizando-se de diferentes mídias e como elas podem moldar a análise do pesquisador, bem como os resultados da pesquisa. Apoiados em uma perspectiva teórica, na qual o conhecimento é produzido por um coletivo de sereshumanos-com-mídias, acreditamos que a tecnologia utilizada na produção e análise também condiciona os resultados da pesquisa. Assim, as tecnologias assumem papel fundamental no fazer pesquisa e no conhecimento científico gerado a partir dela.

Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for pre service teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice teachers’ use of digital learning tools. To address this gap, an inquiry was conducted to better understand teachers’ early field work experiences in informal science contexts and the use of formative assessment technologies. Researchers used a mixed methods design to examine how early field experiences might support authentic and robust opportunities for teachers in training. Results suggested tha...

The application of students’ self-video recorded speaking task (SRST) into English language teaching has become popular in the era of technology nowadays. However, each author has somewhat unique method to approach the issue. The article presented a thorough critical review regarding methods eight researchers have used to study the problem in their own contexts. After considering the strengths and weaknesses of each methodolody and methods, this SRST can be adapted into the context of Ha Tinh University with English majored students.

This research explored the experiences of teachers' teacher professional development [TPD] participation. Four Chinese math teachers were interviewed in a focus group, and the grounded theory method was used in the data analysis. This study from four Chinese mathematics teachers' view, presented the construction of different types of TPD programs and how teachers interacted with other teachers in these programs. Also, how teachers gain different types of knowledge in different programs through interactions were noted.

Las competencias de investigación en la formación de nuevos profesores de lenguas extranjeras son una preocupación constante en la enseñanza superior. El Ministerio de Educación ha insistido en la formación integral de los nuevos profesores de estudiantes extranjeros, incluida la formación en competencias de investigación. Para lograrlo, se exige a los formadores de profesores no solo una competencia ineludible, sino también una práctica investigadora que sirva de punto de motivación y estímulo para sus alumnos. Desde un enfoque mixto, analizamos las enseñanzas específicas que las universidades colombianas dedican a las competencias investigadoras y examinamos la práctica investigadora de cuarenta profesores de licenciatura en lenguas extranjeras encargados de orientar dicha formación. Aunque la mayoría de ellos tiene experiencia y práctica en investigación como parte de su formación profesional, estas competencias no son implementadas en sus aulas. Los resultados muestran que la falta de competencias investigadoras de los profesores afecta directamente a la práctica de la investigación y, por tanto, existen deficiencias en la capacidad de enseñar a investigar a los estudiantes de pregrado. Las universidades deben comprometerse con el desarrollo de competencias investigadoras en sus profesores para asegurar un proceso de aprendizaje de calidad y coherente.

The study investigated teachers' qualifications and students' academic performance in Arabic Language in Old Irepo Federal Constituency of Oyo State, Nigeria. Three research questions guided the study. In conducting the research, a descriptive survey/correlational research design was used with a target population of 120 teachers and Senior Secondary School II (SS2) students selected from public secondary schools in Kisi, Igboho, and Igbeti. The researchers employed a stratified random sampling technique to promote fairness in selection. The data collection was conducted with the use of two validated instruments: the Teachers' Qualification Checklist (TQC) and Students' Academic Record (SAR). The results of testretest (TQC r = 0.76) and inter-rater reliability (SAR r = 0.70) trials assured reliability. The researchers undertook a data analysis process through descriptive statistics and inferential analysis consisting of t-test and Pearson's correlation coefficient. The data regarding teachers' qualifications revealed that 65% of the Arabic teachers held a degree-level qualification while 45% held a sub-degree qualification (NCE or Diploma). The findings of the t-test analysis indicated there was a strong and significant variation in students' performance with regards to teachers' qualifications (t=2.346 > t₀.₀₅=1.968) and suggested that students taught by qualified teachers performed better. The findings further revealed that teachers' qualifications positively affect academic achievement in Arabic Language. Based on the findings, the study recommended recruitment of qualified teachers to teach Arabic Language, regular in-service training and seminars should be organised to improve Arabic language pedagogy, enforcement of TRCN certification as minimum qualification standards, among others.

In Kazakhstan, the teacher appraisal processes intended to support professional development frequently fall short of their objectives because of an excessive focus on test outcomes. This focus distorts the purpose of the appraisal, leading to a misalignment between the assessment outcomes and the actual improvement of educational practices. Addressing this critical issue, this study proposes a methodology based on Kane's argument-based approach to validity, aimed at more accurately assessing the impact of appraisal on teachers' professional development. By applying Toulmin's model of argumentation, the validity and reliability of the existing appraisal procedures were assessed, allowing key factors influencing their effectiveness to be identified. The methods also included reviewing the appraisal documents (professional standards, appraisal rules, and teacher qualification requirements) for data triangulation. The findings reveal that the proposed methodology enhances the objectivity and fairness of teacher qualification evaluations and supports meaningful professional growth. By ensuring a more comprehensive and evidence-based assessment, this methodology can improve the transparency and effectiveness of the appraisal process, ultimately contributing to higher educational standards in Kazakhstan. The study also offers practical recommendations for implementing the methodology across different levels of the education system, emphasizing its adaptability and potential for broader application.

Colleagues from the San Francisco Coalition of Essential Small Schools (SF-CESS) reflect on the evolution of its intentional learning community program called equity-based iGroups (individual inquiry groups). Over the past 20 years, a core component of the work has been intentional facilitation across difference-racial, gender, role, etc. These colleagues reflect on the ever-constant learning behind their planning, facilitating, and debriefing across difference and share a synthesis of learnings organized by a larger framework for transformation. The chapter includes examples of specific curricular design and facilitative moves and closes with an example of a protocol used to engage in anti-racist discourse.

Understanding the prevailing teaching practices of social science educators and their impact on student autonomy was deemed essential. This study sought to identify the challenges and opportunities within the educational framework of the Lian Sub-Office, ultimately aiming to contribute to the development of more effective teaching strategies that support students in becoming active, self-directed learners. By addressing these issues, educators were expected to foster a more dynamic and engaging learning environment that prepared students for the complexities of the modern world. The study employed a quantitative research design to investigate the teaching practices of social science teachers and their relationship with the self-directed learning (SDL) behaviors of senior high school students. Stratified random sampling was used to select the respondents. Specifically, a total of 65 social science teachers employed in senior high schools under the jurisdiction of the Lian Sub-Office during the 2024-2025 academic year were selected as the main respondents of the study. Data were gathered using a researcher-made questionnaire. The findings revealed that teaching proficiency was significantly influenced by factors such as age, gender, and teaching experience. These results reinforced the importance of providing targeted instructional support tailored to these demographic variables. It was also determined that enhancements in teaching practices directly contributed to improved proficiency in instructional strategies. Based on the findings, the study recommended that professional development programs prioritize the refinement of scaffolding techniques and the enhancement of strategies that support independent learning. Training should be provided to strengthen educators' use of constructivist and mentoring approaches, with particular emphasis on implementing structured, open-ended discussions to promote student autonomy. Additionally, further research was encouraged to explore gender-related differences in teaching effectiveness, while professional development efforts should be tailored to address the instructional needs of less experienced teachers. Overall, the study emphasized the need for schools to invest in ongoing professional development initiatives aimed at improving both teaching effectiveness and instructional proficiency.

Assessment for learning has received extensive interest in assessment research and practice. However, despite the research on teachers’ assessment for learning practices, there has been limited attention paid to understanding and theorising teachers’ enactment of assessment for learning. This paper develops a theoretical framework for understanding teachers’ enactment of assessment for learning in their situated contexts. Specifically, this paper draws on four layers of theories which address teacher-based assessment, the role of teacher, situated educational contexts and assessment practice transfer and enactment. This framework not only focuses on assessment practice itself but also focuses on the process in which assessment for learning is filtered through teacher agency and the situated pedagogical nexus. It understands teachers’ enactment of assessment for learning as a product inevitably shaped and transformed by teachers’ professional knowledge, agency, and wider educational contexts.

This article explores how secondary school Geography education helps to instill values, particularly Sustainable Development Values (SDVs) in Malawian citizens. The study was guided by Mezirow's (1900) Transformative Learning Theory (TLT), adopted a mixed-method approach and fell under the pragmatic research paradigm. It involved 78 secondary school Geography teachers and 38 former Geography students as participants. This project was conducted in 35 secondary schools in two districts (Mzimba north and Nkhata bay) of Northern Education Division. Semi-structured interviews, questionnaires and document analyses were used to collect qualitative and quantitative data. The study findings reveal that most success criteria in both junior and senior secondary school Geography syllabuses do not promote the SDVs. In addition, though most Geography teachers indicated that they are knowledgeable of the geographical values, they do not plan and consider addressing them when handling their Geography lessons.

The article summarizes the experience of using GeoGebra software tools as a system for activating educational and cognitive activity of pupils in the process of learning mathematics. An important task of school education is the presentation of logically structured material with some elements of graphical representation for quick perception and processing of the necessary information, therefore, of course, in the process of teaching mathematical disciplines it is expedient to use separate components of a computer-oriented learning system for the development of project and research activities of pupils. In this research work functional capabilities of the system of dynamic mathematics from the point of view of innovation and prospects of its use in the educational process are analyzed. The possibility of organizing an empirical study of the properties of mathematical objects is considered. Different groups of problems are created, solving which it is advisable to use the software for ...

This study examines the development, implementation, and early results of the Partnership to Involve the Scientific Community in Elementary Schools (PISCES) program. The PISCES project is a comprehensive approach to professional development utilizing university science graduate students, university and community scientists, and educators to enhance elementary science. The project is designed to address the constraints of quality elementary science instruction as identified in the research literature and by local classroom teachers through quality, long-term professional development. This report includes initial findings related to the professional development teachers' confidence level, improvement of communication skills, and future plans of the project. (KHR)

There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models and supports for CT infusion, an understudied area for both research and practice is how in-service teachers come to lead CT infusion efforts through determining curriculum, supporting their colleagues, and designing school and district-wide programs,

Lesson study is a translation of the Japanese words jug you (instruction, lessons, or lesson) and kenkyuu .  The term "jugyou kenkyuu" refers to a large group of educational improvement strategies, all of which share the characteristic of observation of live lessons taught in the classroom by a group of educators who gather data on teaching and learning, and analyzing it together (Lewis, 2002a, 2002b; Wang-Iverson & Yoshida, 1997, 1998; Lewis & Tsuchida, 2005).  The observed lessons are regarded as "research lessons." not as an end in themselves but as a window on the larger vision of education that the group of teachers shares, with one teacher agreeing to teach the lesson while all the others make detailed records of the learning and teaching as it unfolds

Our ethnographic case study on relevance in elementary science curriculum (ESC) theorises a response to the following research question: Can cultural relevance (or sustainability) in ESC ever be enough? Responding to this question from Llano Grande, Aztlán, México Profundo, our study reveals the pernicious whiteness of coloniality in ESC that overwhelms relevance or, by extension, sustainability. Via framings of critical whiteness studies, Latine critical race theory, and culturally relevant pedagogy, we problematise one Mexican American teacher's use of relevance in ESC. Theorising the pernicious whiteness of coloniality in ESC, our study reveals that quotidian understandings of relevance sugarcoat whiteness in curriculum knowledge along with teachers and students' subjectivisation processes. In our conclusion, we amplify our call for antiracist-anticapitalist consciousness that supports pluriversal sciences and science educations in ESC.

This paper reports on efforts to design a computer-based instructional unit for 7th grade students that would not only address state standards but would also provide some groundwork for the students ' subsequent formal study of algebra. SimCalc Mathworlds software was used to explore the same motion from different perspectives. The overall objective is to build on what students know and to provide learning experience on which they build. Instructional sequences implemented and students ' comments regarding what they thought they had experienced during the instructional sequences are included. (KHR) Reproductions supplied by EDRS are the best that can be made from the original document. a71-

In: Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000 (11th, San Diego, California, February 8-12, 2000). Volumes 1-3; see IR 020 112. Figures contain very small and illegible type. ... Help ERIC expand online access to ...

The study examined the issue of teacher absenteeism and its effect on learners' academic performance in three selected primary schools in Kasama District. Teacher absenteeism, whether due to authorized leave, illness, or unprofessional conduct, has been identified as a critical barrier to consistent teaching and learning. This study adopted a descriptive research design to examine teacher absenteeism and its effect on learners' academic performance in three selected primary schools in Kasama district of Northern Province, Zambia. A sample of 140 respondents was adopted, involving headteachers, teachers, learners and parents. Quantitative data were collected through structured questionnaires while qualitative data were gathered through interviews and focus group discussions. Data analysis involved the use of statistical tools such as SPSS for quantitative data, where frequencies, percentages, and correlation analysis were performed. On the other hand, qualitative data were analyzed thematically. The study found that frequent teacher absences significantly disrupted the teaching and learning process, leading to incomplete syllabus coverage, reduced learner motivation, and lower academic performance among pupils, particularly in core subjects such as Mathematics and English. The study further revealed that the absence of robust monitoring mechanisms and weak enforcement of attendance policies contributed to unchecked absenteeism. School administrators often lacked the capacity or support to consistently track and address absenteeism, allowing the problem to persist and impact learner outcomes. The findings underscore the urgent need for stronger accountability systems, improved teacher support, and community involvement to address absenteeism and ensure a stable, effective learning environment in primary schools.

Professions have become powerful forces for conceptualising both their own world and that of the general public, and for carrying out solutions for a wide range of human challenges. There is therefore good reason to examine the forms of social dominance that come with professionalisation. The inquiries in the current study are fundamentally preoccupied with the inherent contradiction between person and profession, and between the arbitrariness of subjectivity and the universalised concern of a profession. The presentation follows three steps: 1) The false neutrality of professions, 2) The contributions of Goffman and Bourdieu on contradictions between theory and moral practices within professions, 3) The symbolic order of prophecies. Evidence suggests that professions provide a surplus of meaning by virtue of some prophecies they carry with them. This symbolic resource creates an ambiguity between professional neutrality and determination of the personal morale of prophecies, with consequences for both knowledge of and knowledge about professions.