Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach

Calcagni, Elisa; Ahmed, Farah; Trigo-Clapés, Ana Laura; Kershner, Ruth; Hennessy, Sara

doi:10.1016/j.tate.2023.104067

Cited by 7 publications

(4 citation statements)

References 52 publications

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“…The IEb model is constructed based on the Inquiry model integrated with ethnobotany. Previous research in many literatures reports that learning with an inquiry model enhances literacy (Calcagni et al, 2023;Chu et al, 2011;O'Neil et al, 2020), while the discovery learning model enriches students' experiences through direct observation, exploration, and active roles in enhancing literacy (Adriyawati et al, 2020;Bicknell-Holmes & Seth Hoffman, 2000;Muhammad et al, 2023). Furthermore, other research results also report that learning based on ethnoscience studies improves literacy (Abonyi et al, 2014;Fasasi, 2017;Rusilowatil et al, 2021), which is the expected impact of ethnoscience-based learning.…”

Section: Enhancing Environmental Literacy Based On Learning Modelmentioning

confidence: 89%

“…Previous studies have reported that each learning model has varying effects on enhancing student understanding (Calcagni et al, 2023;Cheng & Carolyn Yang, 2023;Yue et al, 2023), including environmental issues. Combining multiple learning models could provide a holistic and in-depth approach to educating students about protecting and preserving the environment (Calcagni et al, 2023). The IEb model, emphasizing evidence-based learning, has assisted students in analyzing and structuring their understanding of environmental issues based on existing facts and evidence.…”

Section: Enhanced Environmental Literacy In School Settingsmentioning

confidence: 99%

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The Inquiry Ethnobotany Learning Model: An Instructional Design Model to Enhance Student Environmental Literacy

Sri Lestari,

Sajidan,

Rahmawati

et al. 2024

JBSE

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Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students' environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students' environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students' understanding of environmental issues despite the different levels of effect. Keywords: inquiry model, ethnobotany, environmental literacy, medicinal plants, live laboratory

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Section: Enhancing Environmental Literacy Based On Learning Modelmentioning

confidence: 89%

Section: Enhanced Environmental Literacy In School Settingsmentioning

confidence: 99%

The Inquiry Ethnobotany Learning Model: An Instructional Design Model to Enhance Student Environmental Literacy

Sri Lestari,

Sajidan,

Rahmawati

et al. 2024

JBSE

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“…This provides opportunities for PD to support teachers' use of discussion in their teaching [45,46,94]. For instance, Calcagni et al [9] reported on a 15-month study with 20 institutions incorporating T-SEDA and found that teachers felt more agentic in changing their dialogic practices. Video feedback to contextualize and replay specific moments of discourse has been shown to improve productive talk use and student learning outcomes [7,12,54,88].…”

Section: The Importance Of Discussion In the Classroommentioning

confidence: 99%

ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development

Ngoon,

Sushil,

Stewart

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue and discussion between the professional and those they serve. However, professional development (PD) is often impersonal as human observation is labor-intensive. Data-driven PD tools in teaching are of growing interest, but open questions about how professionals engage with their data in practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels of teachers' discussion data and structures reflection. Through 22 reflection sessions and interviews with 5 high school science teachers, we found themes related to dissonance, contextualization, and sustainability in how teachers engaged with their data in the tool and in how their professional vision, the use of professional expertise to interpret events, shifted over time. We discuss guidelines for these conversational support Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

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“…Acting in a psychologically literate way encompasses the awareness of one's own agency and the ability to take responsibility for one's thoughts, feelings, and actions. At the same time, to act agentic within the school system, for example, to challenge restrictive teaching practices or to reform collaborations with parents (Calcagni et al, 2023; Damşa et al, 2021; Sang, 2020) teachers can build upon their psychological literacy to make and incorporate founded decisions.…”

Section: Psychological Literacy For (Future) Teachersmentioning

confidence: 99%

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning

Horn,

Paetsch,

Drechsel

2024

Psychology Learning & Teaching

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In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers’ psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers’ psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group ( Nintervention = 46; Ncomparison = 102), we analyzed the effects of the seminar on the preservice teachers’ reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.

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Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach

Cited by 7 publications

References 52 publications

The Inquiry Ethnobotany Learning Model: An Instructional Design Model to Enhance Student Environmental Literacy

The Inquiry Ethnobotany Learning Model: An Instructional Design Model to Enhance Student Environmental Literacy

ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development

Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning

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