STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices

Hasim, Salbiah Mohamad; Rosli, Roslinda; Halim, Lilia; Capraro, Mary Margaret; Capraro, Robert M.

doi:10.3390/math10071109

Cited by 17 publications

(10 citation statements)

References 80 publications

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“…Empirical evidence supports the proposition that meticulously structured PD activities can significantly influence teaching practices (e.g., Mohamad et al, 2022;Quick et al, 2009). Scholarly research has validated that participation in concentrated PD programs leads to improved subject matter understanding, polished instructional methods, and enhanced classroom management skills (Nutta et al, 2020).…”

Section: Professional Development Activitiesmentioning

confidence: 85%

Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative

Yen,

Thuy,

Tra

et al. 2024

INT J INSTRUCTION

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This study aimed to investigate the influence of gender on the satisfaction of Vietnamese K-12 teachers who participated in Teaching Activity Groups (TAGs), a collaborative professional development (PD) initiative. Using a quantitative approach, questionnaire data was collected from a purposive sample of 147 teachers (108 females, 39 males). The data were subjected to descriptive statistical analysis and Independent Sample t-tests to discern potential gender-based differences in teachers’ satisfaction with TAGs and their perceived impact on teachers’ PD. The results revealed nuanced disparities in satisfaction levels between female and male participants, with generally higher satisfaction levels exhibited by females. Notable areas of difference included knowledge acquisition, skills acquisition, school support, and issue resolution. These areas were indeed discussed in the content, providing a detailed analysis of where gender differences in satisfaction were most pronounced. The results underscore the relevance of gender considerations in PD studies and offer insights for policy and practice in the Vietnamese educational landscape. The study concludes by highlighting the need for further research to explore these gender dynamics and their underlying causes in greater depth.

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Section: Professional Development Activitiesmentioning

confidence: 85%

Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative

Yen,

Thuy,

Tra

et al. 2024

INT J INSTRUCTION

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“…Oleh karena itu, mempelajari matematika sangatlah penting (Anggraeni & Kadarisma, 2020;Hasim et al, 2022;Marliani, 2015).…”

Section: Pendahuluanunclassified

Model Kooperatif Tipe Student Teams Achivement Division: Eksperimentasi Pada Siswa Kelas VIII SMP Negeri 1 Bolaang

Useng,

Sumarauw,

Pitoy

2024

JRIP

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Siswa SMPN 1 Bolaang memperoleh hasil belajar matematika yang kurang memuaskan khususnya pada topik lingkaran. Hal ini sebagian besar disebabkan oleh kurangnya keterlibatan dan partisipasi mereka selama proses pembelajaran, sehingga tingkat penyelesaiannya hanya sebesar 40,15%. Solusi yang layak untuk mengatasi masalah ini adalah dengan menggunakan pendekatan pembelajaran kooperatif STAD. Tujuan penelitian ini adalah untuk mengetahui apakah rata-rata hasil belajar matematika siswa yang dibelajarkan dengan menggunakan model pembelajaran kooperatif STAD lebih unggul dibandingkan dengan rata-rata hasil belajar matematika siswa yang dibelajarkan dengan teknik pembelajaran ceramah. Penelitian ini merupakan penelitian kuasi eksperimen yang menggunakan metodologi kuantitatif. Analisis data yang digunakan meliputi uji normalitas, uji homogenitas, dan uji hipotesis. Penelitian ini menggunakan tes tertulis berbentuk uraian sebagai instrumennya. Partisipan penelitian terdiri dari 50 siswa SMPN 1 Bolaang. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar siswa pada kelas eksperimen sebesar 82,56, sedangkan pada kelas kontrol sebesar 75,12. Oleh karena itu, dapat disimpulkan bahwa rata-rata hasil belajar matematika siswa yang diajar dengan model pembelajaran kooperatif tipe STAD melebihi hasil belajar siswa yang diajar dengan pendekatan pembelajaran ceramah.

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“…PD ventures to assist teachers in absorbing new knowledge, skills and pedagogical strategies, while simultaneously encouraging introspective practices and fostering a culture of constant improvement (Boei et al, 2015). Empirical evidence underpins the assertion that meticulously structured PD activities can considerably alter teaching practices (e.g., Mohamad Hasim et al, 2022;Quick et al, 2009). Academic investigations have verified that participation in intense PD programmes results in enhanced subject-matter understanding, honed instructional methods, and improved classroom management skills (Nutta et al, 2020).…”

Section: Professional Development (Pd)mentioning

confidence: 99%

Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project

Yen,

Thi,

Thao

et al. 2023

IJLTER

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This study examines how geographic location affects the satisfaction of English language teachers participating in the innovative Teacher Activity Groups project. The project represents a pioneering example of technology-enhanced, cross-cultural collaboration between a Welsh institution, where English is the native language, and Vietnam, where English is taught as a foreign language. The six-month project was conducted entirely online, using digital platforms such as Zoom and Google Meet for interaction, fostering cooperative learning and problem-solving among 147 K-12 teachers. Employing a theoretical framework that draws upon the adult learning theory, the community of practice theory, and the zone of proximal development theory, this study offers a comprehensive evaluation of the Teacher Activity Groups project, focusing on five key levels of analysis: participants’ reactions, participants’ learning, organisation support and change, participants’ use of new knowledge and skills, and student learning outcomes. The questionnaire’s quantitative findings reveal notable differences in teacher satisfaction across urban, suburban and rural areas. Notably, suburban teachers expressed greater satisfaction in almost all measured categories. This disparity across different geographical areas highlights the importance of considering context-specific factors in the design and implementation of professional development initiatives like the Teacher Activity Groups project. Through its analysis, this study underscores the potential of cross-cultural, online collaborative projects in fostering professional development and suggests areas of focus for enhancing English language teaching and learning in different socio-educational contexts.

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STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices

Cited by 17 publications

References 80 publications

Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative

Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative

Model Kooperatif Tipe Student Teams Achivement Division: Eksperimentasi Pada Siswa Kelas VIII SMP Negeri 1 Bolaang

Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project

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