Disrupting to Sustain:  Teacher Preparation Through Innovative Teaching and Learning Practices

Morales, Daniel Morales; Ruggiano, Carie; Carter, Cee; Pfeifer, Kimberly J.; Green, Keisha L.

doi:10.46303/jcve.03.01.1

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…However, none of them spoke conclusively regarding the need for differentiated instruction in the classroom due to the different ethno-cultural backgrounds of their students. This demonstrates teachers' inability to respond to the teaching requirements of a culturally diverse class (Kordolemis, 2017;Spinthourakis & Karakatsanis, 2011), or to perceive and acknowledge that they use an assimilative approach to teaching (Gropas & Triandafyllidou, 2011;Kaldi et al, 2017;Karanikola, 2015;Magos, 2004;Morales et al, 2020;Palaiologou & Faas, 2012;Sakka, 2010;Van Overschelde & Piatt, 2020). The types of differentiation methods that the teachers in the study recommended with respect to weaker students, irrespective of nationality, consisted of: more frequent positive reinforcement through praise, more contact and cooperation during the lesson, formulating easier questions addressed to them, and generally offering assistance depending on each pupil's needs (Palaiologou & Faas, 2012).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece

2020

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The phenomenon of migration has transformed the Greek school into a multiethnic environment, reshaping the issues raised about good practices and the role the teacher plays in the smooth integration of diverse cultures, not only in the school but also in the wider Greek society. This paper examines how cultural diversity is managed in Greek primary schools by focusing on the content of teachers’ personal theories, which guide their actions, although those actions to a large extent show lack of consciousness. The study investigated the personal theories of five female primary school teachers in the Regional Unit of Pella in Central Macedonia, Greece, using qualitative research methods, through a variety of tools, such as teaching observation, in-depth interviews, and text analysis. These teachers, although teaching in mainstream schools, have students from other ethnic backgrounds in their classes. The findings show that teachers’ personal theories on which they base how they manage cultural diversity are largely still determined by an assimilative approach.

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Section: Discussionmentioning

confidence: 99%

Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece

2020

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“…Teachers help shape the character of learners. This includes the example of how the teacher behaves, the way the teacher speaks or conveys the material, how the teacher tolerates outbursts, and various other related matters (Morales et al, 2020;Chi-Kin Lee et al, 2021;McGrath et al, 2021).…”

Section: Literature Review Character Educationmentioning

confidence: 99%

“…Curriculum, teachers, and school programs are supporting components in the implementation of character education, to be able to teach character to students in school. It requires special strategies so that students can understand and apply them in everyday life (Bamkin, 2020;Morales et al, 2020).…”

Section: Literature Review Character Educationmentioning

confidence: 99%

Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects

et al. 2022

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This study aimed to investigate teaching character education values using the RECE (reflective, engage, collaborative, and elaborative) model. In Indonesia, Pancasila and Citizenship Education Subjects are mandatory programs that must be incorporated into each activity in schools, either through particular programs or the subjects taught. The civic education module taught in schools has a wider responsibility to teach character education. Currently, this module focuses on theory and encourages students to learn about character. Although teachers can use a wide variety of learning models for teaching character, this study uses a qualitative and descriptive approach focused on exploring the RECE teaching model. This method enables researchers to go to classrooms and observe how teachers impart character education. In total, 15 respondents participated in this study. Of these, three were citizenship education teachers, one was a vice-principal, one was a school principal, and ten were senior high school students in Jakarta. To obtain data, in-depth interviews were used along with 135-min long focus group discussions with all participants. The data were then analyzed using the content analysis method and nVivo software. The results showed that students can reflect, elaborate, collaborate, and communicate well when learning character education in school. The four stages of teaching character education were successful in integrating values in the classroom. This study has implications for the teachers who impart character education.

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“…However, a teacher must be aware of how far their students have come in comprehending the content that has been taug ht to them (Dutta, 2010;Vadakedath, Sudhakar, & Kandi, 2018). One of the most important aspects influencing student success is the continued usage of the same learning approach with no fluctuation (Morales, Ruggiano, Carter, Pfeifer, & Green, 2020).…”

Section: Introductionmentioning

confidence: 99%

An instructional model text mapping with poetry text description

Novelti,

Syandri,

Kristiawan

2024

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The Indonesian language learning method at Junior High School (SMP) Negeri Padangpanjang was generally boring and traditional. A solution is required to create products that are successful, efficient and enjoyable to use in classroom learning activities. A solution is required to make goods that are effective, efficient and entertaining to use in classroom learning activities. The product trial took place at SMP Negeri 3 Padangpanjang. The 4-D development phase was done in this study. During the conceptualization and development phases of this study, junior high school teachers and students were involved. In addition, experts participate in the process of evaluating products. A variety of methods are used including tests, questionnaires, observations and interviews. The main syntax of OMEMPAT is created by the descriptive text mapping learning model with the help of poetry text such as (1) orientation (2) reading and listening to poetry (3) mapping the contents of the descriptive text (4) presenting the results of the descriptive text mapping and (5) reflecting on the learning process. The three criteria of validity, practicability and efficacy were used to assess the quality of the learning model. The descriptive text mapping learning model which is supported by poetry texts needs to be put into practice. Teachers must create learning models that enable students to engage in educational activities while enjoying.

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Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices

Cited by 7 publications

References 20 publications

Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece

Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece

Integrating Character Education Into the RECE Learning Model Through Pancasila and Citizenship Education Subjects

An instructional model text mapping with poetry text description

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