General education teacher practices: Assessment, decision-making and the influence of co-teaching

Wherfel, Quentin M.; Monda‐Amaya, Lisa E.; Shriner, James G.

doi:10.1080/1045988x.2021.1934650

Cited by 2 publications

(3 citation statements)

References 23 publications

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“…Kurnia also makes several considerations about students, subject matter, and the best strategy to utilize visual information in an interactive decision. Six studies have reported a consistent pattern of findings on a few aspects that experienced teachers consider in making interactive teaching decisions (Brew & Saunders, 2020;Dehghan, 2022;Mandinach & Schildkamp, 2021;Wermke et al, 2019;Wherfel et al, 2022;Wise & Jung, 2019). They discovered that the largest percentage, from 39% to 60%, of teachers declared that they considered learner attributes such as comprehension, attention, participation, and behavior.…”

Section: Discussionmentioning

confidence: 89%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.</p>

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Section: Discussionmentioning

confidence: 89%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

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“…The importance of pre-service teacher preparation programs in advancing inclusive instruction has been acknowledged by authors such as Cook et al (2021) and Wherfel et al (2022). Pre-service teachers must have a thorough grasp of variety, fairness, and inclusion to effectively carry out their teaching responsibilities, as required by inclusive pedagogy (Schnellert & Butler, 2021;Bellert et al, 2024).…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, they may have a more comprehensive comprehension of the difficulties linked to inclusive education and co-teaching (Wherfel et al, 2022). Pre-service teachers can obtain the option of taking part in field experiences.…”

Section: Al-amratmentioning

confidence: 99%

The Role of Preparing Teachers’ Understanding of the Co-Teaching and Collaborative Teaching Models in Developing their Teaching Experiences

Al-Amrat

2024

Intl. J. Rel.

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This study explored the role of preparing teachers’ understanding of the co-teaching and collaborative teaching models. This research aims to significantly advance inclusive education practices by offering novel perspectives on the functions of co-teaching models and the preparation programs for pre-service teachers. This investigation employed a descriptive research technique to understand the essential elements and strategies of effective preparation programs for pre-service teachers that promote co-teaching and inclusive education, as perceived by teachers. A total of 30 individuals participated in the research project, consisting of 20 pre-service teachers in their last year of college and 10 full-time teachers in public schools in Saudi Arabia. The survey revealed that 80% of the pre-service teachers considered that peer-to-peer learning activities, such as group discussions and collaborative projects, were the most effective means of acquiring knowledge regarding co-teaching approaches. The comprehensive findings of this study challenge conventional notions regarding the preparation of teachers and highlight the urgent necessity of formulating novel and all-encompassing approaches for pre-service teacher training.

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General education teacher practices: Assessment, decision-making and the influence of co-teaching

Cited by 2 publications

References 23 publications

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

The Role of Preparing Teachers’ Understanding of the Co-Teaching and Collaborative Teaching Models in Developing their Teaching Experiences

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