Teaching practices

El trabajo que presentamos se centra en el análisis de las políticas TIC para las escuelas en Argentina a partir de la discusión e implementación de los programas de acceso masivo a computadoras en el sistema educativo de gestión estatal. Estas son impulsadas, a partir de mediados de la década de 2000 por el gobierno nacional para el nivel secundario y por algunos gobiernos provinciales para el nivel primario. Como resultado de estas políticas se expande el denominado modelo 1 a 1. Nuestro análisis recorre, en primer lugar, los sucesos y los debates a través de los cuales se llega a la adopción del modelo y los supuestos que lo orientan. Propone algunas dimensiones para el estudio de las propuestas a las que el modelo 1 a 1 da lugar como forma de inclusión efectiva y que devienen, en algunos casos, en prácticas enriquecidas. Recorre las visiones de los docentes que avanzan en la implementación del modelo 1 a 1 en el marco de Conectar Igualdad y propone algunas interpretaciones acerca de la formación y la especialización docente en los escenarios de la contemporaneidad. Para finalizar explora las limitaciones de la tríada acceso a computadoras – capacitación docente – contenidos digitales y propone la construcción de meso políticas que aprovechen el acceso masivo para la revisión de abordajes clásicos de la enseñanza y ofrece perspectivas de trabajo a partir del diseño, las prácticas recreadas, la investigación y la formación docente de grado.

Physical and Athletic Education (PAE) provide students with knowledge and skills and contributes to their Health Education (HE). Its effects are to be invested outside the school in daily or professional activities and in the practice of physical activities. Health Education is part of a variety of health intervention strategies such as disease prevention and health promotion. In schools, it is presented in several forms and is articulated with several school disciplines. This research focuses on the inclusion of Health Education in Physical and Athletic Education in schools, particularly in secondary schools. It focuses on studying the representations that the teachers of the Physical and Athletic Education in this cycle convey about Health Education and Physical and Athletic Education. It aims to: (1) identify and describe those representations; (2) identify the objectives of the Physical and Athletic Education according to those teachers, and (3) identify the pedagogical approach...

♦ ENGLISH:
Design education around the world has rethinked several educational models in recent decades. We ask ourselves, on the one hand, from different terrains, how much the general approach in our institutions has been rethought. On the other hand, on whom it depends to move towards a more integrating formation of different perspectives of knowledge construction. The intention is to move towards the teaching of Design with an interdisciplinary approach, to build knowledge from complexity.


♦ SPANISH:
La enseñanza del diseño alrededor del mundo ha replanteado varios modelos educativos en las últimas décadas. Nos preguntamos, por un lado, desde diferentes terrenos, cuánto se ha replanteado verdaderamente el enfoque general en nuestras instituciones. Por otro lado, de quien depende avanzar hacia una formación más integradora de diferentes perspectivas de construcción del conocimiento. La intención es avanzar hacia la enseñanza del Diseño con un enfoque interdisciplinar, para construir el conocimiento desde la complejidad.

✔ Source / Fuente:
https://fido.palermo.edu/servicios_dyc/publicacionesdc/vista/detalle_articulo.php?id_libro=821&id_articulo=16974
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✔ PUBLISHED (Digital and print editions):
Paper: "Hacia la enseñanza del Diseño con un enfoque interdisciplinar. La construcción del conocimiento desde la complejidad."
Journal / Book: Reflexión Académica en Diseño y Comunicación. Nº XLIV pp. 123-127. November 2020. Facultad de Diseño y Comunicación. Universidad de Palermo. ISSN: 1668-1673.

In this work, we investigate the use of information and communication technologies (ICT) in the teaching of mathematics at Moroccan high school. We first start with the analysis of school books from the three years of Baccalaureate. Furthermore, we analyze the pedagogical orientations concerning the use of these technologies. The results obtained from this study show that the use of ICT in mathematics education at Moroccan high school is still too limited. Résumé Dans ce travail, nous étudions l'utilisation des technologies de l'information et de la communication (TIC) dans l'enseignement des mathématiques au lycée marocain. Nous commençons par l'analyse des manuels scolaires des trois années du Baccalauréat. De plus, nous analysons les orientations pédagogiques concernant l'utilisation de ces technologies. Les résultats obtenus de cette étude montrent que l'utilisation des TIC dans l'enseignement des mathématiques au lycée marocain reste encore très limitée.

Il tirocinio è una forma di apprendimento esperienziale fondamentale. All’interno di un percorso di studi esso dà al futuro insegnante l’occasione di collegare la teoria alla pratica quotidiana e fornisce l’opportunità per la pratica riflessiva. L’obiettivo del contributo è la presentazione del modello di tirocinio adottato nel corso di Master di primo livello in Didattica dell’italiano lingua non materna dell’Università per Stranieri di Perugia. La riflessione sul tirocinio del Master permette, da un lato, di sottolineare alcuni aspetti fondamentali del tirocinio all’interno della formazione degli insegnanti e, dall’altro lato, di presentare il modello di apprendimento-insegnamento messo a punto, caratterizzato dall’interazione e dalla collaborazione tra pari e tra i corsisti e i docenti-tutor nonché da una costante sollecitazione alla riflessione sulla propria e altrui pratica didattica. Partendo dall’analisi dei questionari compilati dai corsisti si presentano alcune “buone pratiche” che rendono il Practicum un punto di forza del Master che lo contraddistingue da esperienze simili proposte da altri Atenei italiani e si evidenziano alcune criticità che offrono degli spunti per migliorare questa esperienza formativa. Il contributo si conclude con una riflessione sulla formazione dei tutor, con particolare attenzione alle competenze da acquisire e alle metodologie da mettere in atto per un accompagnamento all’insegnamento efficace.

This research aims to evaluate the effectiveness of gamification platforms as a strategy for the engagement of students from the 8th year of elementary school in Brazil. We chose two badging platforms – ClassDojo and ClassBadges – to be evaluated based on 7 different criteria. The main objectives were to generate involvement among individual and particular situations, increasing the interest, engagement and efficiency while performing a specific task. We observed the behavior of 61 students from an elementary public school in Brazil as part of our field research. Data were collected using observation, semi-structured interviews and questionnaires. Quantitative data were statistically analyzed using a multivariate technique known as cluster analysis. The results allowed us to classify students in 4 distinct groups and showed that students who received more rewards from the teacher got significantly better average performances.

Salama, A. M. and Wilkinson, W. (eds.) (2007). Design Studio Pedagogy: Horizons for the Future. Urban International Press, Gateshead, United Kingdom. ISBN # 1-872811-09-04.

This groundbreaking book is a new comprehensive round of debate developed in response to the lack of research on design pedagogy. It provides thoughts, ideas, and experiments of design educators of different generations, different academic backgrounds, who are teaching and conducting research in different cultural contexts. It probes future universal visions within which the needs of future shapers of the built environment can be conceptualized and the design pedagogy that satisfies those needs can be debated. Addressing academics, practitioners, graduate students, and those who make decisions about the educational system over twenty contributors remarkably introduce analytical reflections on their positions and experience. Two invited contributions of N. John Habraken and Henry Sanoff offer visionary thoughts on their outstanding experience in design pedagogy and research.Structured in five chapters, this book introduces theoretical perspectives on design pedagogy and outlines a number of thematic issues that pertain to critical thinking and decision making; cognitive and teaching/learning styles; community, place, and service learning; and the application of digital technologies in studio teaching practices, all articulated in a conscious endeavor toward the betterment of the built environment.

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Review by Michael J. Crosbie
http://archnet.org/publications/4957

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Review by Halina Dunin-Woyseth
http://archnet.org/publications/5094

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Review by Research-Design Connections
http://researchdesignconnections.com/pub/design-studio-pedagogy-horizons-future

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Review by Julia W. Robinson
http://archnet.org/publications/5095

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Review by Nikos Salingaros http://architectureurbanism.blogspot.co.uk/2007/09/salingaros-review-of-design-studio.html

In this portfolio, I am presenting an overview of my student teaching experience which shows my own understanding of teaching as well as a compilation that will help me define my teaching philosophies and styles. This portfolio serves as a record of my various understandings such as dealing with different problems I encountered during the field practice. It also shows my strengths as a teacher and acknowledging my weaknesses for self-improvement.
As a future educator of Mathematics, I will teach my students the basic competencies required and develop their abilities to solve mathematical problems. Not only Math-related but also real life situations. I worked hard to nurture my students as they move to another year, they will be well-equipped with the basic skills needed to think critically. In my teaching philosophy and style, I described the way I teach my classes and the reasons behind the plan and styles. I also included significant evidences of my teaching such as daily lesson plans and instructional materials. Some of these evidences can be found at the professional development activities I have attended, as well as how it affected my teaching. I also made reflections from the classes I have taught including class activities, assessments, and feedback from faculty and students. Through this, I can express my relationship with my students, coordinating teachers, supervisor, and other personnel in the school.
In this compilation, I have included my reflections from my readings and research. Through these, my own perspective and goals towards becoming a globally-competitive teacher will be defined. It also contains my resumé and career plans. Furthermore, the different entries in this portfolio are evidences of how far I can give to fulfill my duties especially during my field practice.

JRMSU Dipolog Campus
Dipolog Pilot Demonstration School

TABLE OF CONTENTS

Page
Title Page     1
Acknowledgement     2
Dedication       3
Approval Sheet               4
Certificate of Completion            
Certification From Critic Teacher
Cooperating School Clearance
Certification from the English Editor
Table of Contents     5
Chapter I. INTRODUCTION

Introduction   11
                      What is Practice Teaching?     12
Goals of Practice Teaching     14
Chapter 2. TOWARDS BECOMING A PROFESSIONAL TEACHER

JRMSU VMGO   17

College of Education Goals and Objectives   18

Student Teacher’s Educational Philosophy/Credo   20

Code of Ethics for Professional Teachers   23

Code of Ethics for Professional Teachers   33
(with accompanying reflections for chosen 5 articles)  

Student-Teaching Expectations   36

Terms and Reference in Student Teaching   39

JRMSU Student Internship Supervisors   41
Pictorials and Documentations

Chapter 3. OFF-CAMPUS STUDENT TEACHING EXPERIENCES

A Brief Description of the Cooperating School

a. History 42
b. VMGO and Policies 44
c. Organizational Structure 54
d. Programs and Activities 57
My Tasks

Week 1
1. The Cooperating Schools Expectation 58
2. The facilities of the Cooperating School 59
3. Basic Information:
a. Cooperating School 62
b. Cooperating Teacher 63
c. Orientation seminar 63
d. Orientation of Cooperating Principal 63
e. School Tour 64
4. Responsibilities as a Student Teacher 68
5. How did I feel when I saw my Cooperating School?  What are my apprehensions? 70
6. The tools that I need to bring in my Cooperating School: 71
a. Knowledge
b. Attitude
c. Skills
d. Habits
7. My Grade Level Assignment, Class Schedule and Official time   72
8. Reflection   73
a. Am I really prepared to teach?
9. Pictorials and Documentations   74

Week 2
1. My tasks and responsibilities as instructed by my Cooperating Teacher   75
2. My observation report in assisting my Cooperating Teacher   75
3. My own expectations   75
4. The characteristics of the learners I am handling   76
5. Synopsis about the developmental stages of the grade level I am handling 77
6. My first encounter with my Cooperating Teacher   77
7. My first dealing with my learners   78
8. Reflection
a. I am really meant for the teaching profession because   78
9. Pictorials and Documentations   80
Week 3
1. My task and responsibilities as instructed by my Cooperating Teacher   81
2. The learning resources of the Cooperating School that I utilized   81
3. The DepEd officials/Personnel/Teaching Staff in my Cooperating School 82
4. The importance and utilization of the school’s facilities in the teaching - learning process   85
5. My perceptions of my Cooperating School as my second home   85
6. I can always make my second home:   86
a. Safe and secure by
b. Friendly by
c. Non-threatening by
7. Reflection: After analyzing the cooperating school’s Misson, Vision and Goals
a. I realized that   88
b. So I need to
Week 4
1. The daily classroom routine performed by my cooperating teacher   90
2. Synopsis on establishing classroom routines   91
3. My observation of the following:   91
a. Attendance
b. Passing of papers or books
c. Getting materials
d. Making assignments
4. The routines that I have established to become a better classroom manager 92
5. The rules that I set in my class     94
6. Reflection     95
a. In my future class, I shall employ the following teaching skills and strategies...
Chapter 4. WEEKLY NARRATIVE/SUMMARY OF EXPERIENCES
Narrative reports (week 1- week 9)     97
Working with Pupils/Students   105
Working with the School Personnel 106
-the Critic Teacher
-the Cooperating Principal
-other School Staff
Working with the Community and other School Stakeholders 108
Community Survey 108
Origin/History/Assets 108
Traditions/Customs/Practices 109
Actual Classroom Teaching 110
Special Demonstration Teaching 111
Final Demonstration Teaching 113
Pictorials and Documentations

Chapter 5. PERSONAL ASSESSMENT/VIEWPOINT OF STUDENT-TEACHING
Self assessment for being a Student Teacher 115
Personal point of view of Student Teaching Experiences 116
Pictorials and Documentations
Chapter 6. MEMENTOS FOR BETTER TEACHING
Lesson plans (Detailed, Semi – Detailed, Explicit) 117
(With accompanying reflection: Why did you choose this Lesson Plan as your sample in the portfolio?) 136
Chapter 7. PROFESSIONAL DEVELOPMENT OR CAREER PLAN
(At least 1 page) 138
APPENDICES
Appendix A
Lesson Plans (with Evaluation Sheets and Comments)
a. Daily 139
b. Special Demonstration 151
c. Final Demonstration 158

Appendix B
Summary Table of 40Actual Teachings, Ratings and General Average 166
Appendix C
Comments about the Student Teacher from Critic Teacher and Students 168
Appendix D

DepEd Forms
(All kinds of forms uses in the DepEd, filled up properly and correctly)
Appendix E
Student’s output
Appendix F
Songs, games, and other re - creational materials 172
Photo Documentations 183
Appendix G
Certificates
(Merits, Recognition, Appreciation, Participation, etc.)
Curriculum Vitae 196

La communication orale a longtemps été négligée dans la didactique du français. Aux cours des dernières années, la didactique de l'oral J s'est beaucoup développée (Plessis-Bélair, Lafontaine et Bergeron, 2007). D'importantes avancées ont été réalisées, entre autres en Suisse par les recherches de Dolz et Schneuwly (1998) et au Québec par l'élaboration d'un modèle didactique de la production orale par Lafontaine (2001), ce qui a permis de démontrer que l'oral s'apprend et s'enseigne. Malgré ces progrès significatifs en enseignement de l'oral, un malaise persiste toujours auprès des enseignants. En effet, plusieurs d'entre eux éprouvent un sentiment d'insécurité face à l'enseignement de l'oral, et ce, en grande partie en raison de l'évaluation de l'oral (Lafontaine et Préfontaine, 2007).
La présente recherche, de type qualitatif/interprétatif et exploratoire, se veut une incursion dans le domaine peu exploré qu'est l'évaluation de l'oral, plus précisément, l'évaluation de la communication orale par les pairs. Le premier objectif de cette recherche est de décrire les pratiques d'enseignement et d'évaluation de l'oral du point de vue d'élèves de troisième secondaire. Le second objectif est de décrire les effets de l'évaluation par les pairs sur les pratiques d'expression orale d'élèves de troisième secondaire.
Pour réaliser notre expérimentation, nous avons mis en œuvre une séquence d'enseignement de l'oral (Lafontaine, 2007) qui a servi de base pour faire de l'évaluation par les pairs. Les méthodes retenues pour la saisie des données pendant l'expérimentation étaient le questionnaire, l'entrevue semi-dirigée à l'aide de questionnaires d'entrevues et l'observation de présentations orales à l'aide de grilles d'observation.
L'analyse des données nous a permis de constater, du point de vue des élèves, que les pratiques d'enseignement et d'évaluation de l'oral en classe de français sont très limitées et peu fréquentes. L'analyse des données nous a également permis de constater les effets positifs de l'évaluation par les pairs lors d'évaluations d'exposés oraux. Nous avons pu remarquer qu'en enseignant l'oral aux élèves, qu'en formant ces derniers à évaluer leurs pairs et qu'en leur faisant faire de l'évaluation par les pairs lors d'ateliers formatifs et lors de pratiques, ils améliorent leurs performances à l'oral. Nous avons également pu apprendre, lors des entrevues, que les élèves disent avoir fait des apprentissages grâce à l'évaluation par les pairs et que selon eux, il est plus efficace d'aider un pair que d'être aidé par ce dernier.
Oral communication has long been neglected in the didactics of the French language. During the course of the last few years, the didactic method of the oral communication has greatly developed (Plessis-Bélair, Lafontaine and Bergeron, 2007). Important advances have been realised, notably in Switzerland by researches conducted by Dolz and Schneuwly (1998) and in Quebec by the elaboration of didactic model of oral production by Lafontaine (2001). These demonstrated that the oral communication can be taught and learnt. Despite these significant progresses in the teaching methods, uneasiness still persists around teachers. In fact, a lot of these teachers are insecure with regards to teaching oral communication, and this, mostly because of the evaluation of the oral work (Lafontaine and Préfontaine, 2007).
The present qualitative/interpretative and exploratory research aims to be an incursion in the lesser known domain of the evaluation of the oral work. More precisely, the peer review of the oral communication. The first objective of this work is to describe the current teaching practices and evaluation of oral communication from the point of view of students in the ninth grade (third level of high school in the Quebec teaching system). The second objective is to describe the effects of peer review on the oral expression of students in the ninth grade.
In order to achieve this experimentation, we have developed a sequence of teachings of oral communication (Lafontaine, 2007) which served as a basis to proceed with peer review. The selected methods used to generate data during the experimentation were the questionnaire, the semi-directed interview assisted with interview questionnaire and the observations of oral presentations assisted with the observation grid.
The data analysis allowed us to realize, from the student's point of view, that the teaching methods and evaluations of oral presentations in the french classes are very limited and infrequent. The analysis also revealed the positive effects of peer review during the evaluation of oral presentations. We noticed that by teaching the oral communication to the students, by training them to evaluate and rate their peers during formative activities and their practices, the students improve their own performances at the oral communication. We have also realized during interviews that the students claimed to have made improvements due to peer review and that, according to them, it is more efficient to help a peer than to be helped.

Teachers' role is to improve the quality of teaching and learning in any content area. It expected that these educators would help shape the basic program into a valuable tool for reorganizing curriculum, instruction, and assessment. In this study, the researcher aimed to determine the relationship between teachers' teaching practices and classroom behavior of Grade 8 students of BANAHIS with the end view of proposing creative teaching methods to facilitate positive behavior towards effective student learning in Science. The research design used was descriptive with a researcher-constructed questionnaire as primary data gathering instrument. Respondents were eight teachers and 108 Grade 8 students. Statistical tools used were frequency, percentage, weighted mean and t-test. Results revealed that majority of the teachers employed cooperative learning as foremost teaching practice. Results also revealed that as to students' behavior and attitude to science learning, teachers cited evidence of enthusiasm and passion in what students learn while student-respondents said that tasks they were asked to perform have value. On acquisition and understanding, teachers revealed evidence of students understanding thoroughly and justifying accounts of phenomena, facts and data while students demonstrated at the end of the lesson the expected knowledge and skills, while on development of skills, applying science inquiry skills in addressing real-world problems through scientific investigations and that students apply science inquiry skills in addressing real-world problems through scientific investigations were evident. The researcher recommends refinement of the proposed creative teaching methods before implementation.

Higher order thinking skills are essential for the 21 st century youth and the workforce. There is however, concern on the extent to which various teaching practices enhance these skills in the secondary school student in Cameroon. The study therefore examined the influence of teaching practices on higher order thinking skills on secondary school students in the North West Region of Cameroon. Three hypotheses sought to examine whether teaching methods, teaching learning materials and assessment activities influenced higher order thinking skills among secondary school students in the North West region of Cameroon. The study was a descriptive survey and data were collected using a questionnaire and an observation guide. The sample consisted of 320 students. Data were analyzed inferentially using the Pearson Product Moment Correlation. Findings revealed that teaching practices influence higher order thinking skills in secondary school students in the North West region of Cameroon only to a small extent. Specifically, teaching methods influence higher order thinking skills but assessment activities, and teaching learning materials do not influence higher order thinking skills. Based on the findings, recommendations are discussed.

This article is based on a research project called 'Information and communications technology (ICT) resources in school organizational and symbolic technology: a case-study' which was carried out in a primary school in Barcelona, Spain. The research looked at various interactions that took place between the computer as a teaching tool, the teachers' teaching practices and the children's learning. The observations of these interactions focus on both the process of integration of the computer in school and the way in which this medium affects and is affected by school teaching practices, and the learning process of the children partaking in those practices.

Las prácticas docentes han sido objeto de estudio permanente por miembros de la comunidad científica. Quienes somos partícipes de la formación de formadores nos hemos cuestionado repetidamente nuestro abordaje al momento de guiar al practicante. Es así que, al repensar las prácticas docentes iniciales, en particular las residencias que realizan los alumnos de los profesorados, nos preocupa reflexionar acerca de distintas cuestiones que las enmarcan para poder comprender más profundamente el entramado que en ellas se entretejen. Por este motivo, iniciaremos un recorrido analizando conceptos relacionados con la práctica misma, la formación docente inicial y continua y las residencias como dispositivos de formación del profesorado para finalmente abordar algunas reflexiones que del propio análisis se desprendan.
Palabras clave: Prácticas docentes, Cognición docente, Formación inicial, Practicante.

An integrative 5-stage model for maximizing the effectiveness of the teaching practice program at SQU. By Prof. Mohamed Abu-Rahmah (Suez Canal​ University, Egypt) & Dr. Salma Al-Humaidi (Sultan Qaboos University, Oman)
Abstract:
The cornerstone of the teacher education program at Sultan Qaboos University is teaching practice (practicum). It reflects the practical and professional effect of the pedagogical and specialized courses offered to the student teachers enrolled in the program. In order to maximize its effectiveness, its objectives, tools and procedures should be revised and upgraded frequently taking into consideration the current developments in the field of teacher education. Towards this end, this study proposes a 5-stage model for improving and enhancing the teaching practice program offered to the student teachers of English at the College​ of Education. It also describes the stages of the model which include: (1) exploring theory, (2) microteaching and reflection, (3) lesson planning and tutor feedback, (4) real teaching and observation, and (5) post-teaching, reflection, ​and feedback. These stages were implemented with a group of 45 student teachers of English (4th level) in the Fall Term of 2003. During the application process, every student teacher was asked to keep a portfolio in which they inserted their lesson plans, the observation sheets they applied to their peers, and the lesson self-assessment forms they used to reflect upon their teaching. For measuring the effectiveness of the suggested model, these portfolios were analyzed and assessed. Progress was revealed throughout the implementation of the different stages of the model. Accordingly,  some recommendations were given for maximizing the effectiveness of the teaching practice programme at SQU.

" Fat cow! " How many women have had that insult hurled at them? Fat, thin, or somewhere in between, we imagine many readers have had that experience themselves or witnessed it. Some may have even directed it at another person at some point in their lives. There is much to unpack in this insult given its roots in fat hatred, sexism, and speciesism; in this chapter, we use this insult as a springboard for describing some of the ways in which we have " fattened " our own pedagogical praxis, particularly through intersectional analyses. While we both work in higher education, we are confident that our analysis and pedagogical attempts have applicability in other educational contexts. We come to our work as two straight, abled, white, Anglophone Canadian, cisgender women who do not conform to ideal beauty standards of mainstream Western culture. One of us is fat, the other robust and athletic, and neither of us would be considered feminine in the traditional sense; we both grew up as working-class " tomboys, " one on a farm, the other in a city known for auto manufacturing. We share these various identities not only to help readers situate our remarks, but also to make clear that while we have both experienced fat and class oppression, we are privileged in important ways (e.g., species, race, sexuality, ability). Now, as professors, we are committed to spending the privilege that we do have, including in our teaching. Both of us have been on the receiving end of " fat cow " and over the years also have found ourselves unfavorably compared to pigs, hippos, elephants, and whales. We also have overheard students tossing these words at each other, sometimes playfully and sometimes with clear intent to hurt or marginalize; either way, we are particularly disheartened to see our young female students using language that serves to police not only the bodies and actions of other women but also their own. Further, they are reinforcing the dominant social view of other animals as lesser. Alas, we are not surprised by any of this. As other chapters in The Fat Pedagogy Reader demonstrate, we are marinated In E. Cameron & C. Russell (Eds.), The Fat Pedagogy Reader: Challenging Weight-Based Oppression Through Critical Education. New York: Peter Lang, 2016.

Objective – The aim of this study is to identify and explore the relationship of parental engagement on teaching practices, student motivation, self-concept and academic achievement.
Methodology/Technique – This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 high school students who were randomly stratified across Malaysia. Data were extracted from questionnaires which were analyzed by Structural Equation Modeling (SEM) AMOS.
Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement.
Novelty – This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. 
Type of Paper: Empirical

Este artículo presenta los resultados del análisis de la fiabilidad interna de un cuestionario que ha sido construido para evaluar la presencia de los procesos matemáticos en las prácticas de enseñanza-aprendizaje de las matemáticas. Una vez validado el instrumento mediante juicio de expertos en un estudio previo, 20 expertos evaluadores administran el instrumento a 95 maestros de colegios de Educación Infantil y Primaria de la Comunidad de Murcia (España). Los datos obtenidos han sido analizados con el paquete estadístico R versión 3.1.0 sobre una plataforma i686-pc-linux-gnu (32-bit). El coeficiente alfa de Cronbach, basado en puntuaciones estandarizadas, muestra que la consistencia interna es buena (coeficiente alfa medio .789 en Infantil y .86 en Primaria), siendo el valor más bajo el correspondiente al proceso “representación” en Educación Infantil, con un valor de .74, que puede valorarse también como una consistencia interna aceptable.

This article presents the results of an internal reliability analysis of a questionnaire designed to evaluate the presence of mathematical processes in the practices used to teach and learn mathematics. After validating the instrument by means of expert judgement in a prior study, 20 expert evaluators administered the instrument to 95 teachers of preschool and primary education in the Community of Murcia (Spain). The data obtained has been analysed with the R-3.1.0 statistical package on an i686-pc-linux-gnu (32-bit) platform. Based on standardised scores, the Cronbach alpha shows a good level of internal consistency (median alpha coefficient .789 for Preschool and .86 for Primary), with the lowest level corresponding to the process of “representation” in preschool, with a value of .74, which is still considered to be an acceptable level of internal consistency.

Design Studio Pedagogy: Horizons for the Future, Ashraf M. Salama and Nicholas Wilkinson (Editors), Review by Halina Dunin Woyseth, 2007
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The book in question is an extensive work, which assembles essays by twenty-six authors. The structuring concept of the book builds upon the following thematic parts: 1. Theoretical Perspectives; 2. Critical Thinking and Decision Making in Studio Pedagogy; 3. Addressing Cognitive Style in Studio Pedagogy; 4. Community, Place and the Studio; 5. Digital Technologies and the Studio. Each part has its own introduction written by the editors. The subject of the book is a field of expertise for the editors. Ashraf Salama has published numerous works on the matter since his influential book “New Trends in Architectural Education: Designing the Design Studio” (1995). Nicholas Wilkinson has been a studio educator for over 20 years and has written extensively on education and housing in addition to his experience and sustained effort as chief editor of Open House International. Their introduction to the book is followed by two invited essays by N. John Habraken and Henry Sanoff, both internationally renowned education practitioners and scholars. The message of the book appears to be a unanimous criticism of the dominating design studio practices. The book offers a broad picture of the current transformation of these practices.
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Architectural Education, Design Pedagogy, Community Design, Social Architecture, Place Making

We report beliefs and practices concerning the teaching and learning of mathematics of 13 elementary teachers from a government school system in India through selected items in a questionnaire, interviews, records of discussion during a workshop and classroom observations. Responses to selected questionnaire items indicated that teachers' beliefs varied. The interview and classroom data indicated that in practice most teachers gave primacy  to obtaining correct solutions through taught procedures consistent with a “transmission” view. Teachers felt that showing procedures or solution to problems and repeated practice lead to learning mathematics. Teachers believed that students cannot discover procedures on their own and that students have to be taught so as to avoid errors. The possibility of change of beliefs and practice may be strongly constrained by teachers' own mathematical understanding.

Owing to the COVID-19 pandemic, all teachers' training courses scheduled for summer 2020 had to transition to online formats. For the arts-integrating course "Teaching Chemistry by a Creative Approach", this shift jeopardized the course's essence, since learning by this approach is based on creative, hands-on, and active learning. Here we describe how the course format and contents evolved from a planned face-to-face format to an adapted, successful online learning experience. Two main goals were considered during the adaptation process: (1) making available to teachers the theoretical and practical backgrounds necessary to internalize the arts-integrating approach through creative, active learning strategies, and (2) providing teachers with actual tools through which they can rethink and develop their own teaching materials to suit remote teaching by incorporating supporting neuropedagogical aspects. Evaluating the immediate and follow-up questionnaires, as well as the assessment of teachers' course assignments, suggests that the online course successfully preserved the essence and the main objectives of the original course, that the course was useful for remote teaching, and that it seems to have had an impact on teachers' practices. We attribute this impact to the well-thought-out process of adapting the course to promote creative, active online teaching and learning. In addition to modifying the course's format, this process expanded the arts-integrating approach to acknowledge the inherent difficulties in learning chemistry, existing also while learning online. We propose this process as a model to be used by educators to rethink and adapt their own practices to improve distance chemistry teaching and learning.

This paper examines the history, policies, and discussions relevant to the teaching of English as a foreign language (EFL) in Saudi Arabia. It investigates the value of EFL within the Saudi education system and surveys the extent to which English has been adapted to suit the needs and customs of Saudi citizens. While focusing on major policy issues related to planning and implementing EFL instruction, the paper examines how stakeholders have worked to preserve Saudi culture, Arabic, and the structure of Saudi society. It seeks to determine whether EFL courses in Saudi schools meet the needs of students, the results of which are compared with Saudi policies on language teaching. The study then presents observations on the compatibility of teaching practices and policies, as well as the issues involved. Saudi Arabia faces several challenges that have greatly hindered the planning and implementation of language-teaching policies. This study proposes strategies for strengthening these policies to fully achieve the desired objectives. It also shows that English is gradually being naturalized in Saudi Arabia, absorbing cultural, religious, and social values and beliefs.

While Teaching Practice (TP) students are expected to carry out teaching duties as guided by their training institutions and instructions from the school managers, there is need that all stakeholders get involved to improve the quality of the practicum. As such, the purpose of TP supervision is meant to achieve the set of objectives of training and building up a teacher to the level of acceptable standard. This study was conducted with the open distance students who were following up a Post-Graduate Diploma in Education at Zimbabwe Open University (ZOU). The study employed focus group method with participants and a few open ended questionnaires were administered. In the study, it was established that TP supervision was regarded as effective in some ways such as being timeous but not productive in giving students room to air their opinions as discussions were dictatorial and hurriedly done. The study suggests, among other things, a relook by the University on the minimum numbers of students each TP supervisor should supervise on a given day, especially in remote areas where schools are far apart.

Resumen: Con el propósito de mostrar cómo enlazamos teoría y práctica en nuestro quehacer docente, describiremos brevemente el perfil de egreso que propone el Centro de Enseñanza para Extranjeros (cepe), así como el perfil de quienes se inscriben en nuestros cursos de español y áreas de cultura; tomando en cuenta este doble perfil, reflexionaremos, en general y en particular, sobre algunos de los principios que subyacen en el diseño de cinco actividades que ponemos en práctica en nuestros cursos (véanse los anexos). En las conclusiones reuniremos algunos supuestos que guían nuestra práctica docente.

The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers' written reflections, content analysis of teachers' posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers' professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students' access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

One of the most popular teacher training programmes of study conducted by The Faculty of Education of the Open University of Sri Lanka is the Post Graduate Diploma in Education (PGDE) Programme. One of the aims of this programme is to upgrade student teachers’ theoretical knowledge and practical skills with regard to the Teaching – Learning process. Teaching practice is the most important component of the PGDE programme which is conducted in two stages. The first stage is conducted in the student teachers’ schools itself, which has a duration of 10 weeks. During this period, the student teacher has to write 100 lesson plans and teach 100 periods. A Master Teacher (MT) appointed and trained by the department, visits the student teachers’ school five times during this period to supervise and evaluate five lessons. The department always strives to improve the quality of teaching practice, through various strategies. The analysis of master teachers’ evaluation reports on student teachers’ progress is one of them. The stage II of the teaching practice component is the final evaluation and is conducted at a school selected by the University and is evaluated by a different examiner. The main aim of this study is to investigate student teachers’ performance during teaching practice stage I, according to the perceptions of master teachers. This paper deals specifically with the progress of lesson plan writing and classroom management. The sample of the study consisted of 400 student teachers. The data collection instruments were the two evaluation reports completed by the MTs. The findings of the study revealed that the student teachers’ writing of lesson plans and classroom management have improved according to the MTs’ perception. The need to provide proper and timely instructions to student teachers and to further develop the MTs’ training capacities also came to light.

constructivismo, no se ha logrado modificar la concepción tradicional de enseñanza de los docentes ni su percepción de los alumnos como sujetos pasivos de aprendizaje. Sin embargo, el cambio conceptual en los profesores no es un proceso automático pues requiere de un cambio epistemológico y de entender cómo se pone en práctica la dimensión pedagógica del constructivismo.

This essay starts from one doubt the learners, whose nations speak other languages may manifest when they take English classes for the first time: “Teacher, why do we have tostudy English in the school?” It is interesting how this question addresses not only teachers, butthe entire community of academic linguists, researches and studious to discuss the role of English language and the syllabus relating it to the communication and globalization, which feed deep reflections on teachers` understanding about the English as a foreign language (EFL),English as an International Language (EIL), TESOL, and how it becomes fundamental for diversified areas of studying, as well as its widening over the world.  Some other questions emerge and remind the readers there are English language institutions of teaching which reinforce the importance of keeping the English native speaking pronunciation in classes, what may leave non-native teachers in a narrow path, because they have to perform English native speaking at the same time they have to avoid their own accent
and personal identities on teaching practices; quite hard, not even ethical and it may sound funny.  Teacher´s preferences may motivate the learners´ pronunciation when they are alphabetizing their students in the English language. The influence can be also supported by the cultural productions: movies, music, fashion, books or even countries and their respective lifestyle.  A natural pronunciation performed in classrooms can represent the initiative of language teachers to promote free practice of teaching and learning process without domain, or interference, in order to let the learners be comfortable to express themselves naturally, thus, respecting their accents, preserving their personal identities for keeping the plurality in the educational environment.  The learners´ cultural diversity may have to be taken into account when designers of programs plan their courses and materials. Teachers could enjoy the opportunity to advocate on behalf of the transcultural teaching maintenance when they do not teach predominance based on traditions.  Issues can be reflected and may be reevaluated up from the mentioned starting points and extending them to the International English teaching debate promoted by Dr. Majid Safadaran Mosazadeh among the TEFL master academics.

Este trabajo trata acerca de un tipo de escuela en la realidad educativa chilena, denominada “escuelaisla”, caracterizada por  su  aislamiento  institucional  del  entorno  social,  económico,  político,  religioso  y  cultural.  El concepto  nace  de  una  serie  de  reflexiones  bajo  el  marco  formativo  de  las  prácticas  pedagógicas  tempranas,  a partir  de  un  conjunto  de  experiencias  que  configuran  al  centro  de  enseñanza  y  que  resultan  clave  para  la comprensión  de  la  naturaleza  del  término.  El  documento  hace  una caracterización  de  este  tipo  de  escuela, reconociendo  cualidades  que  no  son  propias  de  una  institución  social.  Asimismo,  se  propone  y  justifica  la necesidad  de  un  tipo  de  “alianza  simbiótica”  entre  la  organización  educativa  y  el  resto  de  organizaciones  de  la comunidad  (red  de  enlace)  para  complementar  y  potenciar  su  función  educativa  (formativa).  Por  último,  se destaca la importancia  de  la interacción  de  la  escuela con otras instituciones  de  la  sociedad, y  que  tales  vínculos constituyen una estrategia educativa para el desarrollo social y comunitario.

Este artículo presenta los resultados del análisis de la fiabilidad interna de un cuestionario que ha sido construido para evaluar la presencia de los procesos matemáticos en las prácticas de enseñanza-aprendizaje de las matemáticas. Una vez validado el instrumento mediante juicio de expertos en un estudio previo, 20 expertos evaluadores administran el instrumento a 95 maestros de colegios de Educación Infantil y Primaria de la Comunidad de Murcia (España). Los datos obtenidos han sido analizados con el paquete estadístico R versión 3.1.0 sobre una plataforma i686-pc-linux-gnu (32-bit). El coeficiente alfa de Cronbach, basado en puntuaciones estandarizadas, muestra que la consistencia interna es buena (coeficiente alfa medio .789 en Infantil y .86 en Primaria), siendo el valor más bajo el correspondiente al proceso “representación” en Educación Infantil, con un valor de .74, que puede valorarse también como una consistencia interna aceptable. This article presents the results of an ...

Autores:
Geovanni Luna Cortés
Amanda Cano Ruiz

Presentamos los resultados de la innovación educativa que se propuso para conformar una comunidad profesional de aprendizaje entre la colectividad docente de una telesecundaria. Surge ante la ausencia de asesoramiento pedagógico de las instancias oficiales hacia los docentes rurales. Se reconoció, en la figura del director escolar, un asesor pedagógico promotor de innovaciones en conjunto con el personal docente. El diagnóstico priorizó la reflexión docente como eje de la mejora de las prácticas cotidianas y permitió elaborar un proyecto centrado en crear espacios para la discusión colectiva, denominados asesorías colaborativas. Los resultados muestran que los profesores analizaron sus prácticas docentes, reconocieron la falta de pertinencia en la intervención docente y de acuerdos colectivos para el desarrollo curricular de la asignatura de Español. Esto condujo a plantear adecuaciones curriculares, que fueron posibles gracias al trabajo en colaboración del profesorado y a la intervención de agentes externos gestionados por el director-asesor.

We present the results of educational innovations that were proposed in order to create a professional learning community among the group of instructors at a tele-secondary school. This emerged in response to the lack of pedagogic advising of rural teachers by higher level officials. The figure of the school director was recognized as a pedagogic advisor who promotes innovations together with the teaching staff. The diagnostic gave priority to instructor reflection as the central axis for the improvement of daily practices and allowed for the creation of a project centered on the construction of spaces for collective discussion called collaborative consulting. The results showed that the professors analyzed their teaching practices, recognized the lack of relevance of certain teaching interventions and of collective agreements for the curricular development of the subject of Spanish. This led them to propose curricular adjustments that were possible thanks to the work carried out in collaboration

Learner-centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. However, it can be a challenging task to implement learner-centered education in the current education system which was designed for sorting rather than learning. Although an increasing number of research studies report that teachers have positive attitudes toward learner-centered education, there is a paucity of research that has examined teachers’ learner-centered practice. To address this gap, this study examined the strategies and tools used by 125 teachers to create learner-centered classrooms using an online survey. Further, the study explored the barriers they faced when using technology to facilitate learner-centered instruction. The strategies and tools used for learner-centered instruction are reported in six major categories: (1) getting to know individual students, (2) building a positive and supportive culture, (3) providing ...

Current policy and curriculum guides for early education centers in the The United Arab Emirates advocate for play-based practices similar to those in the West. However, best practice reforms must reflect a sociocultural perspective and suit the context of application. The main objectives of this research were to provide insight into Emirati maternal values on play, to analyse behavioural factors and to suggest policies that better support them. Results revealed that 52% of Emirati children rarely or never engage in undirected play and that while Emirati mothers were aware of the significance of play, they were less aware of “child-led” play practices, how to facilitate undirected play at home and the significance of their role in scaffolding play. Furthermore, the undervaluing of free play by Emirati mothers, upsets traditional play paradigms with 80% of mothers believing that a blend between knowledge learning and play learning would be better fit for their children. We argue that curriculum decisions ought to take into account the cultural context and parental psychology of Emirati mothers and children when constructing preschool curricula.

One way of bridging the educational divide between girls/women and boys/men is by mainstreaming gender components into pedagogical delivery of instruction. There is a need for more awareness, knowledge and practice skill sets that help teachers reflect on their instructional practices. Teachers need to be cognizant of gender issues replete with students' learning and how they can implement effective instructional pedagogies that mitigate gender bias. This article presents an instructional framework for gender-responsive collaborative learning and a resourceful tool for teachers to design gender-responsive collaborative learning environments that promote the achievement of all students.

Physical and Athletic Education (PAE) provide students with knowledge and skills and contributes to their Health Education (HE). Its effects are to be invested outside the school in daily or professional activities and in the practice of physical activities. Health Education is part of a variety of health intervention strategies such as disease prevention and health promotion. In schools, it is presented in several forms and is articulated with several school disciplines. This research focuses on the inclusion of Health Education in Physical and Athletic Education in schools, particularly in secondary schools. It focuses on studying the representations that the teachers of the Physical and Athletic Education in this cycle convey about Health Education and Physical and Athletic Education. It aims to: (1) identify and describe those representations; (2) identify the objectives of the Physical and Athletic Education according to those teachers, and (3) identify the pedagogical approach...

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This paper reports preliminary findings of qualitative multiple-case study associated with the understandings and uses of digital technology among student teachers involved in school-based teaching practices. In addition, the article presents the issues they faced when integrating technology into their lessons. In order to explain the effects that technology has had on education, it is vital to address the particular contexts of practice. From this, it is possible to develop appropriate pedagogies that better suit the learning environment and expand the pedagogical value of teaching and learning experiences. Research in the field suggests that the effects of technology in education can only be understood within the cultural context where these social practices occur. The effective use of technology in the classroom requires an understanding of the limitations and the potentials of resources, and it demands teachers to be able to evaluate and rethink their practice critically according to the context. The data collected involved seven case studies from a southern Chilean city that was analysed thematically. They included lesson planning documents, video of the lessons, semi-structured interviews with student teachers, audio recordings of the supervisory meetings. Additionally, written fieldnotes from classroom observations were taken as a complementary source of data collection. Although the literature concerning educational technology from both academic and political fields reveal the presence of favourable conditions for teachers to change their traditional practice for more student-centred ways of teaching, it seems that teaching remains unchanged. As a common trend among the participants, this research evidences an understanding of technology as a technical tool rather than a pedagogical resource that can constitute a means for increasing learning. This situation was illustrated by a greater priority that practitioners put for teacher-centred practices. Albeit some cases revealed pedagogies that fostered higher degrees of students' participation and autonomy, the dynamic was characterised by teacher-led activities. The most common pedagogical strategy applied was to generate dialogical interactions directed towards the entire class, which were also teacher-guided. In all cases, the technology uses involved an interest in following up on students learning, either by monitoring or reviewing content already taught. Furthermore, practitioners coped with similar emergent issues in their particular learning contexts such as technical or logistical problems, classroom management and technology features, among others. These findings challenge initial teacher training programmes leaders and teacher educators to rethink how to offer more opportunities for student teachers to understand the potential synergies between pedagogy and technology, experiment and reflect on the implications of a given technology use in their practices. The value of this research resides in its role as a bridge between schools, policymakers, and universities regarding the role and scope of technology in students' learning.