Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review

Ventista, Ourania Maria; Brown, Chris

doi:10.1016/j.ssaho.2023.100565

Cited by 18 publications

(7 citation statements)

References 120 publications

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“…The selection of class VII students aims to support the discussion of whether the understanding of mathematical language and symbols obtained in elementary school is adequate or not. Meanwhile, the teacher's teaching experience of more than five years shows that the teacher has fulfilled the requirements for having an educational certificate as a professional teacher with proven competence (Ventista & Brown, 2023).…”

Section: Methodsmentioning

confidence: 99%

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

Kusmaryono,

Aminudin,

Ubaidah

et al. 2024

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The research aims to analyze the gap between teachers' and students' understanding of language literacy and mathematical symbols. The study was designed with a concurrent triangulation strategy. The research respondents consisted of 20 teachers and 120 class VII students. Data collection through questionnaires, interviews, and cognitive tests. Qualitative data was analyzed descriptively, and quantitative data was analyzed inferentially. The results of the analysis of quantitative data show that there is a linear (significant) relationship between understanding language and mathematical symbols and mathematical literacy skills. The results of the qualitative data analysis describe that the teacher's understanding of language and mathematical symbols (high criterion) does not necessarily support the students' understanding of language and mathematical symbols. We confirm the suspicion that there is a gap in the ability of teachers and students to understand language and mathematical symbols. Students need to improve their understanding of mathematical language and symbols. The pattern of errors is based on the teacher's conception of learning in the previous class, so the process of transitioning the teacher's knowledge to students' understanding of mathematics experiences obstacles. The implication is that the process of transitioning meaning from mathematical symbols to written and spoken language must be carried out when the teacher introduces or teaches new topics to students, and the context in which mathematical symbols are used must be followed by clarification.

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Section: Methodsmentioning

confidence: 99%

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

Kusmaryono,

Aminudin,

Ubaidah

et al. 2024

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show abstract

“…For example, creating an inquiry-based learning strategy may serve as a solid framework for effectively applying Dewey's theory (Kwo, 2010). Teachers might also participate in professional learning activities like visiting conferences or seminars to improve their expertise (Ventista & Brown, 2023). Additionally, the teacher might advance their career by taking on more academic or administrative duties at the school (Ventista & Brown, 2023).…”

Section: Challenges and Opportunities For Teacher Professional Growthmentioning

confidence: 99%

Investigating ESL/EFL Teachers' Implementation of John Dewey's Philosophy 'Pragmatism' in Elementary Education

2024

JALHSS

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This conceptualization paper investigates ESL/EFT teachers and how they implement John Dewey's pragmatic philosophy within elementary education. Research into pragmatism, especially in its applications within ESL and EFL, represents a significant avenue of investigation. Not only can ESL/EFL teachers use many of these principles in their pedagogical practices, but the philosophy itself offers a unique framework for researching this topic. The impact of pragmatism on student learning outcomes is explored, while concentrating on elementary education frameworks in Saudi Arabia. ESL/EFT teaching practices in general are also examined, researching pragmatically applied pedagogy within ESL/EFL teaching. Additionally, both challenges and opportunities for teachers' professional growth are investigated, evaluating student learning. Finally, recommendations are made for the application of Dewey's pragmatism within ESL/EFL teaching.

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“…Successful professional development experiences have a noticeable impact on teachers' work, both in and out of the classroom. In Pakistan, a study reveals that pedagogical content knowledge and pedagogical content belief can be affected by professional development programmes (Ventista and Brown 2023) (Warnick & Reimers, 1995). In this regard, some other studies showed that improved professional development could increase the levels of students' achievement (Falk, 2001 andAbrahams 2014) (Tatto, 1999;Grasso de Lean, 2001).…”

Section: Impact Of Pd On Students' Learningmentioning

confidence: 99%

Time and Opportunity for In-house Professional Development of Teachers

2024

plhr

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Professional Development (PD) courses demand that teachers learn and practice new roles and ways of teaching/learning and assessment to create independent, critically conscious and confident life-long learners. That translates into a long-term contextual PD process to focus on dynamic role of teachers. Here, the problem is; where do teachers find time and support for that higher-level change in their already busy schedules? This issue explores the vital concern for the coordinators, head-teachers that how to carve out time, opportunity, and other relevant resources that teachers need to realize and practice the vision of PD. Therefore, in-service PD courses were introduced in the past decades. But, again time has emerged as key issue on most of the analysis of school change. Hence, while working with the teachers, we could explore and interpret a unique in-service PD strategy that addresses additional challenges of implementing required educational standards. Findings include; the teachers are getting updated feedback and information to improve their classroom practices, and address day-to-day issues. It has filled the prevalent gap between the teachers and the coordinators/managers. The coordinators could implement the learning theories through the teachers who are the right resources to implement the theories to bring change. It has also helped the teachers to manage time to do multiple responsibilities. The implications of the study reveal that it can help the coordinators, teacher educators and managers to further explore, design and implement effective in-service PD strategies to meet high expectations.

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Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review

Cited by 18 publications

References 120 publications

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy

Investigating ESL/EFL Teachers' Implementation of John Dewey's Philosophy 'Pragmatism' in Elementary Education

Time and Opportunity for In-house Professional Development of Teachers

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