Supporting PETE students to implement an alternative pedagogy

Moy, Brendan; Rossi, Tony; Russell, Scott

doi:10.1080/17408989.2021.1958178

Cited by 6 publications

(2 citation statements)

References 46 publications

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“…Professional development development leads to the development of contemporary pedagogy strategies that promote experiential and constructivist learning (Cotronei-Baird et al, 2023). Teacher professional development in the aspects of online and blended learning is also a focus in today's digital era (Uribe-Banda et al, 2023) Integrating ICT in teacher professional development needs to pay attention to socio-emotional aspects, technical competencies, and innovative teaching strategies or techniques (Lo & to, 2023) The application of scientific research results into teaching practice can expand a teacher's knowledge and professional skills (Lin & Liu, 2023) In addition, environmental factors and collaborative professional development programs may be designed to enhance a thorough understanding of pedagogical principles (Moy et al, 2023) Geographic location differences, such as rural, urban, and suburban, have different levels of professionalism, especially in their integration of technology in learning (Kormos & Wisdom, 2023) Self-efficacy in classroom management has a loading factor of 0.707 for professional teaching and learning. The concept of teaching and learning from a constructivist perspective will have an impact on increasing self-efficacy in higher classroom management, because it has good pedagogical content knowledge (Shen et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

Jaya

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to analyze the perception of implementing research-based teaching and teacher self-efficacy in improving professional teaching and learning. This study used a quantitative approach with the survey as a data collection method. 187 teachers were involved in the study spread across three different provincial regions. Data collection was conducted using questionnaires related to teachers' perceptions and self-assessments of research-based teaching, teacher self-efficacy, and professional teaching and learning. The analysis used a two-step approach involving measurement and structural model using structural equation modeling (SEM) analysis. The results showed that research-based teaching has an assential role in improving professional teaching and learning. In addition, teacher self-efficacy also affects the development of teaching and learning professionals, indicating that teacher confidence in their teaching ability has a significant impact on the quality of student learning. The use of research-based teaching by teachers not only increases the efficacy of their teaching, but also positively impacts the learning experience of students, enriching and expanding the quality of learning.

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Section: Discussionmentioning

confidence: 99%

Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

Jaya

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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show abstract

“…The way of teachers' professional development has changed from a top-down perspective with the assumption that teachers are lacking the sufficient skills and knowledge and need to be educated by external experts, to a bottom-up perspective which is teacher-driven, purposeful for teaching practice, and directed toward improving student learning (Bergmark, 2020 ). Numerous studies in teacher education believe that teacher-centered collaborative learning can bring both teachers' professional development and students' achievement growth (Chong and Kong, 2012 ; Akiba and Liang, 2016 ; Moy et al, 2021 ). Collaborative learning can afford an opportunity for teachers to establish wellconnected networks through which they share and rethink their educational practice and pedagogical beliefs, as a result co-construct knowledge through social interaction (Chan and Pang, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Adaptation and Validation of a Scale for Measuring the Curriculum-Based Professional Learning Community in Early Childhood Education in China

Peng

Liu²,

Zhang³

et al. 2022

Front. Psychol.

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Teachers' professional learning community, as an effective path to promote teachers' professional development and elevate teaching quality, has been widely used in school contexts. In preschools, the practice of teachers' professional learning community mainly focuses on the curriculum in early childhood education. The revision and adaptation of the scale of the professional learning community for preschool teachers in the Chinese cultural context are of great significance for understanding the current situation of the professional learning community for preschool teachers and improving the quality of collaboration within the community. Teachers' Professional Learning Community scale was revised into the Curriculum-Based Professional Learning Community scale according to the characteristics of the curriculum in early childhood education in the Chinese context. Based on the data from a sample of 2,823 teachers, the study conducted an item analysis and exploratory factor analysis (EFA) on participants from sample A (N = 1,410) and confirmatory factor analyses (CFAs) on participants from sample B (N = 1, 413). Short-form Teacher Self-Efficacy scale was used as the criteria-related validity instrument. Sample A and sample B were used to explore the relationship between various dimensions of teachers' professional learning community and teachers' teaching efficacy. The results showed that instead of the five-factor structure of the original PLC scale, the Chinese version of the CBPLC scale consists of four factors: Shared Sense of Purpose, Collective Focus on Children Learning and Development, Collaborative and Reflective Activity, and Deprivatized Practice. The revised scale has high reliability and validity and can be used as an effective tool to measure the curriculum-based professional learning community of preschool teachers in China. The results of CFA indicated that the four-factor CFA model fit the data well, and the CBPLC significantly and positively predicted teachers' self-efficacy including instructional strategies, students' engagement, and classroom management.

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Physical Education Pre-Service Teachers Constructivist Teaching Practices: A Multilevel Analysis

Backes,

Ramos,

Quinaud

et al. 2024

Quest

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Supporting PETE students to implement an alternative pedagogy

Cited by 6 publications

References 46 publications

Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

Adaptation and Validation of a Scale for Measuring the Curriculum-Based Professional Learning Community in Early Childhood Education in China

Physical Education Pre-Service Teachers Constructivist Teaching Practices: A Multilevel Analysis

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