Forming Professional Skills of a Primary School Teacher in the Reflection of Practical and Didactical Teaching

Kukk, Airi; Vahter, Edna

doi:10.1016/j.sbspro.2012.12.181

Cited by 3 publications

(2 citation statements)

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“…Although the size of the sample may be considered a limitation of the research, it is clear from the literature that more and more research studies with a relatively small sample yield relevant results (Airi et al, 2012;Husu & Tirri, 2003;Kubanyiova, 2006). In addition, studies involving modelling structural equations (SEM) use a smaller sample -from 30 (Wolf et al, 2013) to 70 participants (Sideridis et al, 2014), and research practice shows that it is often difficult and impossible to obtain large samples (Chumney, 2013).…”

Section: Final Remarksmentioning

confidence: 99%

Reflective Practice and Job Satisfaction in Classroom Management and Discipline / Refleksivna praksa i zadovoljstvo poslom u upravljanju razredom

Bilač¹,

Miljković²

2018

Croatian Journal of Education

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Classroom management and discipline (CMD) is most often mentioned as an area of educational work in which teachers experience the most difficulties and at the same time feel the least qualified for, both during their formal education and training for the profession of a teacher as well as in their later professional training. The aim of this paper was to determine the impact of Reflective Practice (RP) on the level of job satisfaction in the field of classroom management and discipline after a professional training. The research included lower elementary and subject teachers who wished to participate in the research, i.e. those who applied voluntarily for one of the two offered professional training programmes: Classroom management and discipline and / or How to introduce changes into practice. Before making their choice, the teachers were familiarized with the content and method of work: the former programme was based on lecturing and the latter, in addition to the lecture, included participation in the workshop on reflective practice and one-month implementation of reflective practice in their own classroom using the Reflective Practice Guide. After the training, the self-assessment scale of teachers' job satisfaction in terms of CMD was applied. Only the teachers who decided to apply for one-month implementation of reflective practice (N=111) made up the sample of this research. The results did not show that reflective practice (RP) has an impact on job satisfaction of lower elementary and subject teachers and the suitability parameters of the model are not acceptable. Nevertheless, this research provided a quality foundation for further research on the observed variables as some indications that there is relationship have been found.

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Section: Final Remarksmentioning

confidence: 99%

Reflective Practice and Job Satisfaction in Classroom Management and Discipline / Refleksivna praksa i zadovoljstvo poslom u upravljanju razredom

Bilač¹,

Miljković²

2018

Croatian Journal of Education

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“…however, it still focuses on the final results of implementative processes, such as the implementation of teacher work group activities, PGRI, strengthening teacher work, as optimization of teachers' professional competencies in material mastery, learning, technology use, and writing (E.g Hanifuddin Jamin, 2018;Ibda, 2017;Indah et al, 2020;Sukmawati, 2016). A number of researchers have also researched the implementation of training in optimizing teacher professionals and preparing as mentors for fellow teachers in schools (E.g: Kukk & Vahter, 2012;Navrátilová, 2017;Ukkonen-Mikkola & Varpanen, 2020;Worawuth et al, 2014;Zoulikha, 2014). In addition, previous researchers also reviewed a training for teachers of subjects such as English, (Lungu, 2015).…”

Section: Introductionmentioning

confidence: 99%

¬Long-Term Effects of CIPS-based Training Module on Professional Elementary School Teachers

Munastiwi

2021

j. pendidik. indonesia.

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CIPS-based Training Module has been developed to encourage teachers to improve their personal skills. Hence, the aim of this study is to investigate the long-term effects of the CIPS-based Training Module on the elementary school teachers. This study used the quasi-experimental design that involved 63 elementary school teachers. The teachers were divided into the experimental and control groups to test the objective of this study. The indicators of data analysis used in this study are mean score, standard deviation and independent sample t-test. The results show that there is a significant difference between the experimental and control groups. The experimental group obtained a higher mean score than the control group, which indicates that the CIPS-based Training Module has a positive long-term effect on the elementary school teachers from the experimental group. Hence, it is recommended the CIPS-based Training Module be implemented in the training of teachers, as their thinking and teaching skills will improve, which in turn will benefit the students in attaining high achievement.

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The Effect of Teacher Instructions on Preservice Teacher’s Development of Pedagogical Content Knowledge

Gastaldo

Homem-de-Mello

Leal

2016

PEC

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Trying to understand the knowledge base for teaching, the Pedagogical Content Knowledge (PCK) was proposed as the main teacher’s knowledge. It amalgamates the specific knowledge and it is the difference between a teacher and a specialist. It can be both personal, deriving from practice, and canonical, which is cultural accumulation of what makes a good teacher. To acquire the last, preservice teachers (PSTE) take university classes, where theoretically their apprenticeship could be facilitated by the university teacher. Thus, it is important to understand how the university teacher best exerts his influence on PSTEs. In this paper, we show the impact of the university teacher’s interventions in the development of PCK based on analysis of a course taught to chemistry PSTE. The research was conducted in a qualitative approach, in a case study strategy. The classes from a chemistry teacher’s course from a federal university in São Paulo, Brazil were recorded for four months, to follow the development of the PCK. Qualitative forms of assessing the PCK, as CoRe, were used, and the tasks given by the teacher were collected to support the analysis. Our results show that the students’ knowledge integration responds to teacher interventions, particularly when those were customised to each individual. When the intervention was made by means of written exercises the influence on PSTE was lower than orally and when made by peers even lower or null. Being so, teacher’s interventions could be considered an INUS condition for the development of PCK in those students. Key words: knowledge integration, Pedagogical Content Knowledge, pre-service teacher, teacher formation.

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Forming Professional Skills of a Primary School Teacher in the Reflection of Practical and Didactical Teaching

Cited by 3 publications

References 1 publication

Reflective Practice and Job Satisfaction in Classroom Management and Discipline / Refleksivna praksa i zadovoljstvo poslom u upravljanju razredom

Reflective Practice and Job Satisfaction in Classroom Management and Discipline / Refleksivna praksa i zadovoljstvo poslom u upravljanju razredom

¬Long-Term Effects of CIPS-based Training Module on Professional Elementary School Teachers

The Effect of Teacher Instructions on Preservice Teacher’s Development of Pedagogical Content Knowledge

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