Teachers  Beliefs on Professional Learning

Saydam, Deniz

doi:10.16986/huje.2019048496

Cited by 4 publications

(6 citation statements)

References 15 publications

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“…As professional teachers require professional development, it calls for more research on teacher learning. Today, as far as teacher learning is concerned, it is known that there are various learning opportunities to improve their development (Saydam, 2019). This research focuses on in‐service teachers, which we expand the field of research and enrich the research content of deep learning.…”

Section: Discussionmentioning

confidence: 99%

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The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Song

Yang

Wang

et al. 2022

Psychology in the Schools

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Deep learning has gradually appeared in the field of teacher education research and is considered as an effective way to promote teacher professional development. To explore the relationship between teacher gender and deep learning strategies, as well as the mediating role of teachers' deep learning motivation, we conducted a questionnaire survey in this study on 429 valid teachers of different genders, ages and backgrounds. The results show that male teachers are more likely to adopt deep learning strategies and deep learning motivations than female teachers. Deep learning motivation is positively correlated with deep learning strategy while negatively correlated with superficial learning strategy. It can be seen that deep learning motivation plays a mediating role between teacher gender and deep learning strategies. These findings expand the understanding of teachers' learning and indicate that in professional development programs, we should pay more attention to the deep learning of female teachers, to help female teachers improve their deep learning motivation and deep learning strategies.

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Section: Discussionmentioning

confidence: 99%

Section: Research Implicationsmentioning

confidence: 99%

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Song

Yang

Wang

et al. 2022

Psychology in the Schools

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“…The study concurs with Felder and Brent (2001) that the reason for this increase is the method's adaptability to all age levels, in all subjects and courses, and at all levels of classes. In addition to organizing the group, Yildiz (1999) emphasized that the teacher must communicate academic tasks, work, and procedures to the pupils.…”

Section: Multiple Stylesmentioning

confidence: 99%

Exploring Teachers’ Perceptions of English Teaching Method Preferences and Learning Styles in Selected Secondary Schools of Morogoro Municipality

Omari,

Malecela

2023

East Afr. j. interdiscip. stud.

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This study explored teachers’ perceptions of English teaching method preferences and learning styles in selected secondary schools of Morogoro Municipality by finding their impacts on teaching and learning styles and the challenges of matching English teaching method preferences and learning styles in secondary schools. The study used an exploratory case study design under a qualitative approach where five teachers from five selected schools consisting of four males and one female were selected purposely and voluntarily to be interviewed using semi-structured questions. The results indicate that three teaching methods are mostly preferred by teachers: learner-centred, engagement style, and multiple styles methods. These methods assist learners to achieve good performance in their studies. Moreover, the aforementioned approaches affect the teaching process as they are more effective in facilitating teachers’ tasks. However, shortage of teaching materials, English language communication barriers, shortage of classroom facilities, and students’ readiness are the challenges in implementing teaching preferences and learning styles in English classes. It is therefore recommended that English teachers should work out to improve their utilization of teaching methods and learning styles to reduce the setbacks found in this study. Additionally, curriculum developers, the Ministry of Education, and other education stakeholders may consider the findings of this study for tackling the challenges faced by English teachers in secondary schools

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“…As a result of all these changes school districts are facing, it is imperative that leaders are preparing teachers by offering continuous support in the form of professional development or teacher training which will enable them to stay abreast with the new forms of technology. According to Saydam 18 , there has been an increase in interest in professional development over the last two decades. Teachers are seeking opportunities for professional development to increase the professionalization of teaching 18 .…”

Section: Technology Training and Professional Developmentmentioning

confidence: 99%

“…According to Saydam 18 , there has been an increase in interest in professional development over the last two decades. Teachers are seeking opportunities for professional development to increase the professionalization of teaching 18 . More importantly, these pieces of training will help teachers effectively plan their lessons and improve their pedagogies 19 .…”

Section: Technology Training and Professional Developmentmentioning

confidence: 99%

Western Pacific Teachers’ Perceptions of Implementing Technology in the Classroom

Indalecio¹

2022

ijsshr

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At a Western Pacific Region school district with six public high schools, district administrators implemented an educational technology training program (ETTP) to improve technology integration in the classroom as measured by the Effective Learning Environments Observation Tool, but there was no follow-up to determine how the teachers perceived the ETTP and to identify the experiences of teachers related to instructional technology after taking the district training. This basic qualitative study, guided by the technology acceptance model, addressed this problem in the district by exploring how the teachers perceived the technology professional development program provided by the district and the teachers’ experiences related to instructional technology after taking the district training. The purposeful sample included 13 Western Pacific Region high school teachers who were interviewed via Zoom. Data were analyzed using thematic analysis to create codes, categories, and themes. The participants perceived the ETTP as helpful because they learned new tools and increased their confidence in using technology in their classrooms. Results showed that after completing the ETTP, teachers still needed content-specific technology training and continuous professional development. High school teachers expressed the need for these trainings to continue integrating technology using up-to-date technology tools. Rethinking science professional development is one potential form of social change.

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Teachers Beliefs on Professional Learning

Cited by 4 publications

References 15 publications

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation

Exploring Teachers’ Perceptions of English Teaching Method Preferences and Learning Styles in Selected Secondary Schools of Morogoro Municipality

Western Pacific Teachers’ Perceptions of Implementing Technology in the Classroom

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