Gridlocked in a Lesson Plan Triangle: The Perceptions of In-service Student Teachers

Khuzwayo, Mamsi Ethel; Mashiya, Nontokozo

doi:10.1080/09751122.2015.11890327

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Lesson planning is an important part in the implementation of education because with a good lesson plan, lecturers will be more easy to teach the learning process and will help the students more in learning. A study proves that the lack of teacher's competency in lesson planning is a major critical issue that needs attention (Khuzwayo & Mashiya, 2015). According to Andriana (Andriana, 2015), teaching preparation is essentially a short-term plan to estimate or project what will be done.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker

Ilmiani

Hamidah

Wahdah

et al. 2020

LISANIA

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This is a descriptive qualitative research which aims to describe the implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker and its distinct characteristics from the previous RPS. The subject of this research is the Arabic language lecturers of IAIN Palangka Raya who teach Maharah Istima’ course. It uses observations, interviews, and documentations for the data collection techniques, and is validated using triangulation method. The results showed that there were nine learning activities of the implementation of Cartoon Story Maker based semester learning plan, namely; (1) Providing information to the students about the course’s learning objectives. (2) Giving apperception about the learning material. (3) Preparing and displaying Cartoon Story Maker media. (4) Students listen and prepare their stationeries (5) Students mention the main and supporting ideas. (6) Providing responses and corrections (7) Reminding the students to write the new vocabulary obtained. (8) Students make conclusions (9) Providing an explanation or summary about the material. The specification of this RPS with the previous one is that it is designed and clearly described the assessment indicators which include a series of more innovative activities, where learning is more centred on students and lecturers only act as facilitators and monitor the learning objectives. Lecturers only provide learning resources by creating Cartoon Story Maker as an interesting and effective learning media.

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Section: Introductionmentioning

confidence: 99%

The Implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker

Ilmiani

Hamidah

Wahdah

et al. 2020

LISANIA

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“…Graven and Venkat 2014;Khuzwayo and Mashiya 2015;Molefe and Brodie 2010;Webb 2015). If we add PLC research, together with alternative non-formalised programme designs such as lesson study, cluster programmes and communities of practice, research (e.g., Brodie 2007Brodie , 2013Brodie and Shalem 2011;Posthuma 2012;Pausigere and Graven 2014;Singh 2011;Ono and Fereira 2010) to formalised TPL programme design, we see that these two closely related themes combine to make 25% of the research output.…”

Section: Main Research Themesmentioning

confidence: 99%

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

Ndlovu

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers' professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.

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“…Taken together these three closely intertwined themes (or domains) constituted 41% of the research output. Curriculum knowledge (e.g., Khuzwayo and Mashiya 2015;Mwakapenda and Dhlamini 2009;Bansilal 2015;Shalem et al 2013;Biccard and Wessels 2015) was tied for fifth most frequently researched theme (with TPL programme design) and closely aligned to MKT, SMK and PCK. Curriculum knowledge helps teachers to align their mathematics content knowledge and mathematics for teaching to the syllabus (intended curriculum) and the assessment (assessed curriculum).…”

Section: Volume Of Journal Publication Outputmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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Gridlocked in a Lesson Plan Triangle: The Perceptions of In-service Student Teachers

Cited by 3 publications

References 3 publications

The Implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker

The Implementation of Semester Learning Plan (RPS) on Maharah Istima’ Course by Using Cartoon Story Maker

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

Invited Lectures from the 13th International Congress on Mathematical Education

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