Theory, Practice and Performance in Teaching: Professionalism, intuition, and jazz

Humphreys, Michael; Hyland, Terry

doi:10.1080/03055690120090343

Cited by 32 publications

(14 citation statements)

References 15 publications

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“…If developed and integrated systematically, video conferencing not only supports social learning, but also further facilitates dialogic learning, which has the potential to develop video conferencing as a teaching and learning tool from enabling 'mimicking' of practices to using various observed practices as a starting point for continuous professional development. Whilst mimicking of practices is an important step for becoming a teacher, teacher trainees also need to be enabled to extend their own practices based on others' practices and to make these parts of their emerging improvisatory repertoire as suggested strongly by Humphreys and Hyland (2002). The four steps identified in our data -observation, contextualisation, reflection and developing personal practicesillustrate how live video conferencing can make a significant contribute to ongoing processes of developing practices.…”

Section: Discussionmentioning

confidence: 86%

Enabling and supporting remote classroom teaching observation: live video conferencing uses in initial teacher education

Wang

Wiesemes²

2012

Technology, Pedagogy and Education

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In this paper the authors present findings from a small-scale study in order to extend their understanding of using live video conferencing in initial teacher education. Four distinct steps, consisting of observation, contextualisation, reflection and development of personal practices, were identified based on an indepth focus group interview. The authors argue that current conceptualisations of video conferencing are limited in their scope in terms of focusing predominantly on pragmatic and instrumental teacher training issues. They suggest that video conferencing needs to be integrated further into training practices in order to be truly beneficial and to have long-term effects for all continuous professional development, based on the opportunities that live video conferencing offers above face-to-face observations and lesson recordings.

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Section: Discussionmentioning

confidence: 86%

Enabling and supporting remote classroom teaching observation: live video conferencing uses in initial teacher education

Wang

Wiesemes²

2012

Technology, Pedagogy and Education

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“…Kisah-kisah tentang apa yang disebut krisis dalam profesionalisme dalam pengajaran dan pendidikan guru dalam beberapa tahun terakhir telah membalikkan pengikisan epistemologis pengetahuan profesional dan masalah-masalah seputar sintesis teori dan praktik yang menopang kinerja guru (Humphreys & Hyland, 2002;Sobri, dkk., 2019). Dikatakan bahwa konsentrasi pada kinerja dalam pengajaran dan pengembangan profesional harus disambut, asalkan kinerja guru tidak didefinisikan dalam istilah teknis atau instrumental.…”

Section: Pengaruh Kepemimpinan Pembelajaran Kepemimpinan Perubahan Kepemimpinan Spiritual Budaya Sekolah Dan Etika Profesi Terhadap Kinerunclassified

Pengaruh Kepemimpinan Pembelajaran, Kepemimpinan Perubahan, Kepemimpinan Spiritual, Budaya Sekolah, dan Etika Profesi terhadap Kinerja Mengajar Guru

Kusumaningrum

Sumarsono

Gunawan

2020

JMSP

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Empowerment of Human Resources (HR) is directed to increase HR participation in organizations and increase productivity. The results of various studies show that HR is a determinant of productivity. HR in the field of education can be grouped into three groups, namely the principal, teachers, and TAS. School competitiveness is also determined by the human resources it has. This research was conducted in a pesantren-based Junior High School (SMP) in East Java. The schools which are the research sites are: (1) SMP Insan Terpadu Probolinggo; (2) SMP Assa'adah Gresik; dan (3) SMP An Nur Bululawang Malang. This research refers to the Model of Empowerment of Islamic Boarding School-Based Human Resources Empowerment with Soft System Methodology Approach that has been designed. Researchers take quantitative measurements of the variables that impact the existence of the model. The variables measured were six variables, namely: learning leadership, change leadership, spiritual leadership, school culture, professional ethics, and teacher teaching performance. The method to be used is quantitative research. Measurement of the six variables is using a questionnaire instrument. The analysis that will be used is descriptive and regression analysis. Based on the results of data analysis, it can be concluded that there is a significant influence of learning leadership, change leadership, spiritual leadership, school culture, and professional ethics on the teaching performance of pesantren-based junior high schools in East Java.

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“…The social sciences, however, suggest more diverse notions of practice. This is particularly visible in research on professionalization [15,19,36].…”

Section: Defining Practicementioning

confidence: 99%

Understanding interaction design practices

Goodman

Stolterman

Wakkary

2011

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

131

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There is an undesirable gap between HCI research aimed at influencing interaction design practice and the practitioners in question. To close this gap, we advocate a theoretical and methodological focus on the day-to-day, lived experience of designers. To date, this type of theory-generative, experientially oriented research has focused on the users of technologies, not the designers. In contrast, we propose that HCI researchers turn their attention to producing theories of interaction design practice that resonate with practitioners themselves. In part one of this paper, we describe the mismatch between HCI research and interaction design practices. Then we present vignettes from an observational study of commercial design practice to illustrate the issues at hand. In part two, we discuss methodological and theoretical changes in research practice that might support the goal of integrating HCI research with interaction design practices. We then discuss current research methods and theories to identify changes that might enlarge our view on practice. In part three, we elaborate on our theoretically minded agenda and a kind of ideal-type theory.

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Theory, Practice and Performance in Teaching: Professionalism, intuition, and jazz

Abstract: Accounts of the so-called 'crisis in professionalism' in teaching and

Cited by 32 publications

References 15 publications

Enabling and supporting remote classroom teaching observation: live video conferencing uses in initial teacher education

Enabling and supporting remote classroom teaching observation: live video conferencing uses in initial teacher education

Pengaruh Kepemimpinan Pembelajaran, Kepemimpinan Perubahan, Kepemimpinan Spiritual, Budaya Sekolah, dan Etika Profesi terhadap Kinerja Mengajar Guru

Understanding interaction design practices

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