Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Adam, Aminath Shafiya; Wright, Noeline

doi:10.15663/wje.v19i1.62

Cited by 3 publications

(8 citation statements)

References 24 publications

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“…The implication of this finding is that the teacher admires the relevant use of ICT in teaching and learning activities in the mathematics classroom in the 21st century. The result of this study is consistent with the results of Kayisire and Wei (2016), Igbo and Imo (2017), Dutton and Meyer (2009), Gebremedhin and Fenta (2015), Adam (2014), Yunus (2014), and Kreijns (2013) who reported a positive perception of teachers toward the use of ICT in the teaching-learning process. This implies that the positive perceptions of the use of ICT in mathematics classrooms were highly relevant in their classrooms.…”

Section: Resultssupporting

confidence: 91%

Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level

Adhikari

2021

Math. Educ. Forum Nep.

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The main objectives of this study were to identify the teachers’ perceptions and challenges of using ICT tools in the mathematics classroom at the secondary level in Kathmandu. The major tool of the study was a closed-ended questionnaire consisting of 19 items. The quantitative descriptive survey design was used in this study. The researcher selected 158 teachers by using simple random method from 261 government teachers who teach compulsory mathematics at grade X of Kathmandu district in Nepal. The standardized questionnaire was administered to the sample teachers. The SPSS-25 version database was used to analyze and interpret the collected data. Teachers’ perception of using ICTs in the mathematics classroom was positive with insignificant difference in terms of gender. There were some challenges: lack of knowledge, confidence, enough experience, training, interest and access to ICT tools, lack of technical support, lack of genuine ICT Software and unstable and unreliable internet connection at the schools. Due to these challenges, teachers did not use ICT in the classroom. Therefore, teachers should learn more to improve their knowledge and skills in ICT. The government should focus on management strategies and policies to reduce the challenges faced by teachers in mathematics classrooms. By these policies, they can use the ICT tools in the classroom.

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Section: Resultssupporting

confidence: 91%

Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level

Adhikari

2021

Math. Educ. Forum Nep.

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“…The data and discussions from the previous two sections suggest thus that the actual enactments in the classroom context were in contradiction with the participants' professed beliefs; a disjunction to which Argyris et al (1985, p. 81) referred to as disagreement between their "espoused theory" and their "theory-in-use". Similar concerns were also raised by Beijaard, Korthagen and Verloop (2007, cited by Adam & Wright, 2014) and Korthagen (2010 cited by Adam & Wright, 2014) with reference to the enactment of beliefs and the actual practice of teachers. It is thus evident from the data that teacher-talk is still very much evident in the participants' classroom practice, although it was indicated that they grouped learners together sometimes.…”

Section: Mismatch Between Alignment Of Teaching Beliefs and The Manner They Implement Ictsmentioning

confidence: 52%

“…Kim, Kim, Lee, Spector and DeMeester (2013, cited by Adam & Wright, 2014) have specifically called for research to investigate whether beliefs about knowledge and beliefs about teaching relate to ICT integration practices. Beijaard, Korthagen and Verloop (2007, cited by Adam & Wright, 2014) and Korthagen (2010, cited by Adam & Wright, 2014 have argued that there appears to be a theory-practice gap between beliefs and practice. The problem with teacher belief studies, including teacher ICT beliefs, is the type of data gathering tools that are used (Judson, 2006).…”

Section: Rationale Gap and Research Questionsmentioning

confidence: 99%

“…These participating students were exposed to various learning strategies and learning theories at university. However, it appears that despite exposure to different teaching practices or strategies that in many instances, teacher-centred teaching practices persist (Adam & Wright, 2014with reference to Beijaard, Korthagen & Verloop, 2007Korthagen, 2010). The research was also influenced by Chipunza (2011) as the posed research questions of this study were similar, but not identical.…”

Section: Rationale Gap and Research Questionsmentioning

confidence: 99%

“…In order to make sense of our beliefs and practices, it is argued that Bourdieu's (1977;1984, 1990, 1993, 1994 theory of habitus appears to be useful (see Belland, 2009;Noyes, 2007;Adam & Wright, 2014). Habitus can be defined as "A set of dispositions which incline agents to act and react in certain ways.…”

mentioning

confidence: 99%

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Student-Teachers’ Pedagogical Beliefs: Learner-Centred or Teacher-Centred When Using Ict in the Science Classroom?

Plessis

2016

JBSE

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This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants’ espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. Key words: habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy.

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Maldivian Teachers&#8217; Experiences in Digitalising Their Remote Teaching during the COVID-19 Pandemic

Adam,

Moosa,

Reesha

et al. 2024

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The sudden shift to remote teaching during the COVID-19 pandemic has forced teachers to integrate Digital Technology (DT) more extensively in teaching. This research sought to collect teachers' experience of digitalising their teaching during the pandemic. The research adopted an explanatory sequential mixed-method approach, generating quantitative data, followed by qualitative data. Primarily, using a survey, quantitative data were collected from 659 teachers across selected Maldivian schools. Next, using purposive sampling, a total of three focus group interviews were conducted, giving teachers the opportunity to discuss the emerging findings to clarify and validate the understanding sought. The result of the survey suggests that overall, teachers reported greater use of DTs and gained more confidence in their use of DTs during the pandemic. Teachers reveal specific purposes of using DTs aligned with a range of different pedagogical strategies suitable for remote teaching. The main challenges identified by teachers include unreliable internet and connection issues, while also revealing the need for support to facilitate smooth use of DTs in teaching. There is better recognition of teachers' readiness to incorporate DTs into pedagogy with the high level of confidence and realisation of the potential DTs have in teaching/learning.

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Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Cited by 3 publications

References 24 publications

Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level

Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level

Student-Teachers’ Pedagogical Beliefs: Learner-Centred or Teacher-Centred When Using Ict in the Science Classroom?

Maldivian Teachers&#8217; Experiences in Digitalising Their Remote Teaching during the COVID-19 Pandemic

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Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices

Cited by 3 publications

References 24 publications

Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level

Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level

Student-Teachers’ Pedagogical Beliefs: Learner-Centred or Teacher-Centred When Using Ict in the Science Classroom?

Maldivian Teachers&amp;#8217; Experiences in Digitalising Their Remote Teaching during the COVID-19 Pandemic

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Product

Resources

About

Maldivian Teachers’ Experiences in Digitalising Their Remote Teaching during the COVID-19 Pandemic