Productive Pedagogies as Framework to Improve Preservice Teachers’ Practices

Alsharif, Khalid; Atweh, Bill

doi:10.18848/1447-9494/cgp/v18i04/47572

Cited by 7 publications

(11 citation statements)

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“…According to Alsharif and Atweh (2012), a teacher needs to create a supportive learning environment that offers the improvement of student intellectual reasoning through connections and discussions on authentic and contextual task oriented materials. Strehle (1999, p. 213) adds:…”

Section: Connecting Curriculum With Student Life Experiencesmentioning

confidence: 99%

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Bridging homes and classrooms: advancing students’ capabilities

Sugiono¹,

Skourdoumbis

Gale

2017

Teaching Education

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This paper investigates the capabilities of remote rural teachers in Indonesia's Probolinggo Regency to make meaningful pedagogic connections between students' homes and their classrooms. The term capabilities is derived from Sen's and Nussbaum's capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable (Nussbaum, 2006; Sen, 1999). Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers' syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful about solving real-life issues or problems. Teachers need to accommodate 'local' knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of 'connections' and 'inclusivity', their classroom practices still need strengthening in their adherence to the general substance of the CA.

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Section: Connecting Curriculum With Student Life Experiencesmentioning

confidence: 99%

“…The use of authentic teaching materials that immerse students in the real world is considered appropriate by some theorists (see Alsharif & Atweh, 2012;Hayes et al, 2006;Strehle, 1999).…”

Section: The Limits On Developing Capabilitiesmentioning

confidence: 99%

Bridging homes and classrooms: advancing students’ capabilities

Sugiono¹,

Skourdoumbis

Gale

2017

Teaching Education

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“…were also of the view that making mathematics classroom instruction more relevant to students' lives could give them the opportunity for meaningful learning experiences that may help reduce their challenges during classroom instruction. Alsharif & Atweh, (2012) and Atweh, (2007) were of the view that providing students from diverse background a supportive classroom environment possesses the possibilities of creating classrooms where students are given the opportunity to 'take risks' without being ridiculed or pull down by their classmates and or their teachers. Finally, the recognition of different social groups in a mathematics classroom suggests the need to recognize and value the cultural backgrounds existed among students with the aimed of developing the learning experiences of different students in a mathematics classroom (Hayes et al, 2006).…”

Section: Student Directionmentioning

confidence: 99%

“…In the stride to improving mathematics classroom instruction and other subjects across school levels there are several research studies in the literature that have explored and utilized the Productive Pedagogies framework in teacher education across the globe. For example, Alsharif and Atweh (2012) in Saudi Arabia modeled the Productive Pedagogies framework in preservice teachers' education programs to develop their pedagogical practices during their field experience. Alsharif and Atweh (2012) introduced the framework to their pre-service teachers in a unit on mathematics education for a semester after which the preservice teachers were observed during their field experience in the following semester to ascertain their level of understanding and the used of the Productive Pedagogies framework.…”

Section: Student Directionmentioning

confidence: 99%

“…For example, Alsharif and Atweh (2012) in Saudi Arabia modeled the Productive Pedagogies framework in preservice teachers' education programs to develop their pedagogical practices during their field experience. Alsharif and Atweh (2012) introduced the framework to their pre-service teachers in a unit on mathematics education for a semester after which the preservice teachers were observed during their field experience in the following semester to ascertain their level of understanding and the used of the Productive Pedagogies framework. The results of the study suggested that there was a high level of acceptance among the preservice teachers in Saudi Arabia on the use of the framework as an effective tool for mathematics classroom instruction.…”

Section: Student Directionmentioning

confidence: 99%

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Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies

Bature¹

2016

INT J EDUC METHODOL

Self Cite

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This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students' engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

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Hubungan Iklim Sekolah Dengan Pelaksanaan Pengajaran Berpandukan Pedagogi Produktif Guru Pendidikan Islam Sekolah Menengah Kebangsaan Di Malaysia

Muhammad

Razak

Tamuri

2022

e-Bangi

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Iklim sekolah yang kondusif merupakan salah satu faktor luaran yang berupaya memberi kesan terhadap kualiti pengajaran guru. Namun, realiti dunia pendidikan kini sedang menghadapi cabaran dalam aspek penyediaan iklim sekolah yang kondusif. Kajian ini dilakukan bagi mengenal pasti tahap iklim sekolah, tahap pelaksanaan pengajaran guru berpandukan pedagogi produktif serta hubungan antara iklim sekolah dengan pelaksanaan pengajaran guru berpandukan pedagogi produktif. Kajian berbentuk kajian tinjauan ini melibatkan seramai 454 orang GPI telah terpilih sebagai sampel kajian menggunakan teknik pensampelan rawak berstrata berkadar. Data kajian dikumpul melalui set borang soal selidik dan dianalisis secara deskriptif dan inferensi menggunakan perisian Statistical Package for Social Science (SPSS) versi 26.0. Secara keseluruhannya, tahap iklim sekolah dilaporkan berada pada tahap tinggi (min = 4.05) dengan dimensi rakan sejawat memperoleh skor min yang paling tinggi (min=4.41). Tahap pelaksanaan pengajaran GPI berpandukan pedagogi produktif juga berada pada tahap tinggi (min = 4.25) dengan dimensi pengiktirafan perbezaan memperoleh skor min yang paling tinggi (min=4.38). Keputusan ujian korelasi Pearson mendapati wujudnya hubungan yang signifikan positif antara iklim sekolah dengan pelaksanaan pengajaran GPI berpandukan pedagogi produktif dengan kekuatan sederhana (r=0.480, p < 0.05). Kajian ini memberi implikasi bahawa GPI wajar mempertingkatkan kualiti pengajaran dari masa ke semasa seperti menggunakan pendekatan pedagogi produktif. Kajian ini juga memberi implikasi kepada pentadbir sekolah agar memastikan iklim sekolah kekal kondusif demi keselesaan guru menjalankan tugas pengajaran seperti menyelenggara sumber sekolah secara konsisten. Hal ini adalah bertepatan dengan dasar pendidikan negara Malaysia untuk meningkatkan kecekapan penyediaan infrastruktur asas di semua sekolah.

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Productive Pedagogies as Framework to Improve Preservice Teachers’ Practices

Cited by 7 publications

References 0 publications

Bridging homes and classrooms: advancing students’ capabilities

Bridging homes and classrooms: advancing students’ capabilities

Achieving Quality Mathematics Classroom Instruction through Productive Pedagogies

Hubungan Iklim Sekolah Dengan Pelaksanaan Pengajaran Berpandukan Pedagogi Produktif Guru Pendidikan Islam Sekolah Menengah Kebangsaan Di Malaysia

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