Socratic Circles in Professional Development Sessions: Negotiating Peripheral Participation and Membership in Building a Community of Practice

Kayi‐Aydar, Hayriye; Goering, Christian Z.

doi:10.1080/01626620.2018.1561547

Cited by 7 publications

(6 citation statements)

References 33 publications

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“…It is important although unexpected finding of our research. For example, authors of The Philosophy Skills Book (Finn et al, 2012) suppose that various reasons can render philosophical texts "impenetrable": abstractness of philosophical terminology, flexibility of natural language, innovative usage of natural language, poor translations etc. In our study participants were not explicit about particular reasons and reflected problem in rather general terms: for example, "I just cannot understand what I read" (A1), "it is a mash of words" (A4), "a bird language" (A4, A7), "there is no chance to understand it" (A7).…”

Section: Discussionmentioning

confidence: 99%

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Saulius¹,

Malinauskas²

2019

European Journal of Contemporary Education

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The current paper addresses research question of how do students of one university (in our case study-Lithuanian Sports University, LSU) experience the educational effect of introductory philosophy course. To answer this question, method of interpretative phenomenological analysis (IPA) was employed. In accordance with this qualitative approach, we used method of purposive sampling. Sample of current study consist of 8 participants (3 females and 5 males). All participants are first year undergraduate students form study program "Physical education and sport" (continuing studies) in LSU. As a data collection method, semi-structured interview was applied. In our research it was found that students more tend to share their cognitive experience of philosophy classes than their emotional experience. Among nine qualitative categories (codes) which are the most prominent in our interview records, two of them were found to be especially frequent-"Philosophical technical language poses a great challenge for a common reader" and "In philosophy everything has a deeper meaning".

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Section: Discussionmentioning

confidence: 99%

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Saulius¹,

Malinauskas²

2019

European Journal of Contemporary Education

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“…On the flip side, Rigelman and Ruben (2012) suggested that despite widespread acknowledgment of the power of PLCs, the norm in most schools is that teachers continue to work in isolation despite being a part of PLCs. As such there is a need to understand that for effective professional development that can occur in PLCs, and the related pros and cons for teachers to be able to co-construct knowledge with their peers about teaching and learning (Kayi-Aydar & Goering, 2019).…”

Section: Why Understand Methods Of Teachers' Sustainable Stem Profess...mentioning

confidence: 99%

“…Given the effectiveness of the above discussed four methods (PLCs, CoPs, AR, and outside experts) in the professional development of teachers (Ermeling & Yarbo, 2016;Greene, 2015;Kayi-Aydar & Goering, 2019;Piqueras & Achiam, 2019), we have proposed the following conceptual model (Figure 1) to examine how PLCs, CoPs, AR and outside expert with the viewpoint of KSA teachers can contribute to our understanding of methods implemented for teachers' sustainable STEM professional development. Figure 1 contributes to knowledge in conceptualizing a sustainable STEM professional development model for teacher education focusing on collaborative inquiry about teaching and learning.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Sustainable professional development for STEM teachers in Saudi Arabia

Maashi

Kewalramani

Alabdulkareem

2022

EURASIA J Math Sci Tech Ed

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This paper responds to the call for the need to develop professional development practices for leaders, supervisors, teachers, and student guidance within the framework of international standards, particularly in line with the Kingdom of Saudi Arabia’s (KSA) vision 2030 (KSA, 2019). The current study aims to identify the obstacles and challenges for implementing sustainable professional development methods for teachers in KSA, who had participated in a ten-month Australian cross-national STEM professional development program. In addition, the teachers also participated in an immersion in Australian schools that lasted for 11 months. This paper reports on a sample of 22 male and female teachers coming from primary and secondary KSA schooling contexts. The participating teachers in the study were those who had participated in the Australian STEM immersion professional learning program in 2019-2020. Drawing from previous studies (Ermeling & Yarbo, 2016; Greene, 2015; Kayi-Aydar & Goering, 2019; Piqueras & Achiam, 2019), we have proposed a framework involving four methods for sustainable professional development for STEM teachers: professional learning communities, communities of practice, action research, and the outside expert. A mixed-methods research design was applied including three methods: individual interviews, open-ended questions to identify the proposed plan of STEM teachers’ implementation of the sustainable professional development methods. Also, a questionnaire to identify obstacles to the implementation of sustainable professional development methods from the viewpoint of STEM teachers was also employed. The results showed that the most prominent obstacles to the implementation of the sustainable professional development methods by STEM teachers in the Saudi educational system where there is no coordination in the school meetings schedule for the members of the professional learning STEM education community, there is no clear plan for communities of practice of STEM education, teachers’ overload teaching duties, lack of coordination between schools to benefit from STEM experts. Implications of our study reside in developing teachers’ ongoing STEM professional development opportunities through execution of a sustainable model of collaborative teacher communities in KSA. Suggestions for curriculum stakeholders and administrator’s coordination and supporting teachers’ ongoing participation and implementation of professional development programs are discussed.

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“…There is also a community circle interpersonal strategy. Community circles help increase member participation by increasing engagement among members (Li et al, 2021;Kayi-Aydar & Goering, 2019). Community circle teaching strategies are the most prominent interpersonal strategies (Silver et al, 2012).…”

Section: Kata Kuncimentioning

confidence: 99%

Does Adlerian Play Therapy Increase Social, Physical, and Task Appeal More Than Content Mastery Services in Elementary School Students?

Bilqis

2021

CEJ

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This study examined the difference in effectiveness between Adlerian Play Therapy and content mastery services in increasing physical, social, and task attractiveness to students in primary schools. The factorial design experimental method was applied to 72 fifth-grade students from two public elementary schools in Bandung, Indonesia, whose dimensions of attractiveness were lower than the other study groups. Each intervention carried out six meetings in different schools. Adlerian Play Therapy starts from the one-session relationship-building stage, the lifestyle investigation stage through the three-session secret book, the lifestyle understanding stage through one-session games, and the reorientation & re-education stage through one-session games. Classical guidance services for content mastery with a community circle strategy start from building relationships in two sessions, introducing the importance of one session, improving the social aspects of one session, improving the physical aspects of one session, and improving the aspects of one session assignments. Manova analyzed the Interpersonal Attraction Scale (IAS) instrument. Adlerian Play Therapy further enhances all dimensions of interpersonal attractiveness than content mastery services. Recommendations are aimed at counseling teachers to use Adlerian Play Therapy to increase children's social, physical, and assignment attractiveness. It is hoped that other researchers will research further related to increasing task attractiveness.

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Socratic Circles in Professional Development Sessions: Negotiating Peripheral Participation and Membership in Building a Community of Practice

Cited by 7 publications

References 33 publications

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Sustainable professional development for STEM teachers in Saudi Arabia

Does Adlerian Play Therapy Increase Social, Physical, and Task Appeal More Than Content Mastery Services in Elementary School Students?

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