Teachers in Ghana: Issues of training,remuneration and effectiveness

This study addresses educational reform in Ghana with reference to one of the most important potential agents of change in any system of schooling—its teachers. The empirical data on secondary teachers and trainee teachers used here is taken from a larger case study of the attitudes and opinions of teachers and parents in the education system of Ghana. Secondary teachers in Ghana are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Ghanaian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers’ salaries be raised and infrastructure support for schools increased.     

Integrating ICT to higher education in China: From the perspective of Activity Theory

This paper is based on a study that explored the relationship between the implementation of ICT pedagogy and the factors that influenced seven teachers of English for Business Purposes in Chinese higher education concerning their adoption of ICT into their teaching. Activity Theory was used as an analytical tool to investigate the relationships and to identify contradictions in their teaching systems that could lead to teachers’ implementation of a student-centred ICT pedagogy. The study revealed that the main potential driving force for change lay in the conflict between the deep-rooted teacher-centred pedagogy in the educational system and the student-centred pedagogy that accompanied the introduction of ICT. If teachers, curriculum developers and policy makers understood this conflict, this would enable them to concentrate on such issues as how to change the teacher-centred pedagogy to support both teaching and learning for improved learning achievements. Activity theory proved a powerful tool to analyse and understand the contradictions in an activity system. Changes in ICT related policy are recommended.     

Teaching strategies associated with conceptual change learning in Science

The use of teaching strategies associated with a conceptual change model of science teaching was examined in a study of thirteen 7th-grade life science teachers. Teachers taught units on photosynthesis, cellular respiration, and matter cycling in ecosystems in their regular classes under conditions varying as to whether or not conceptual change-oriented instructional materials and training sessions were provided. Greater use of conceptual change teaching strategies was associated with use of the special instructional materials, but not with the training. Students in classes where teachers were provided with the materials tended to perform better on posttests than those where such materials were not provided. The use of the conceptual change strategies by teachers was also associated with higher student performance on tests designed to assess conceptual change learning. The results support claims for the usefulness of conceptual change teaching strategies, but few of the teachers in this study could successfully implement these strategies without the support of appropriately designed curriculum materials.     

Supporting and constraining factors in the development of university teaching experienced by teachers

Higher education calls for reform, but deeper knowledge about the prerequisites for teaching development and pedagogical change is missing. In this study, 51 university teachers’ experiences of supportive or constraining factors in teaching development were investigated in the context of Finland’s multidisciplinary network. The findings reveal that the supportive factors in teaching development arise from the nature of the development itself, i.e. from the teachers’ opportunities to act as active agents in an authentic development process. Furthermore, the circumstances of the development also play essential roles (both constraining and supportive) in teaching development. Such support, at its best, will come when teachers and others view teaching development in the university context as being valuable and rewarding, and when teachers are encouraged by management and are supplemented with the necessary equipment, tools, and networks they need to do their job. Increasing interaction between the institutional levels can make educational development successful.     

Pre-service education for primary school English teachers in Indonesia: policy implications

Although English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high . This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major constraints. Unfortunately, it remains unclear whether this problem is attributed to the delivery of pre-service education in preparing primary school English teachers. This paper gathered data from teachers, language teacher educators, primary school principals, members of educational boards, and educational consultants. The data were analysed using Grounded Theory in order to examine the adequacy of pre-service education in Indonesia to prepare primary school English teachers as well as factors that contribute to its efficacy or lack thereof. The findings of the study demonstrate the need for specific preparation for primary school English teachers as well as further training for teacher educators. This present study is highly relevant to Indonesia and other Asian countries where teacher efficacy is a major concern.     

高校思政课研究性教学方法刍议——以“马克思主义基本原理概论”课为例

要提升思政课教学效果,改变学生对课程的态度至关重要,教师可以运用研究性教学方法,一方面将学生当作知识建构的主体,寓教学于研究之中,师生共同提出研究问题、建构知识体系;另一方面,教师可以借助研究性教学方法调整与学生的关系,师生之间不是一方塑造另一方,而是相互平等、以学生为主体的教学相长关系。     

印尼华文教师现状调查研究

本文以问卷调查为主,结合其他材料,分析了当前印尼华文教师的情况和近几年出现的变化：年轻华文教师越来越多,但职业忠诚度不如其他年龄段教师;性别失衡及年龄断层情况仍旧严重;华文教师整体学历水平、收入水平均逐步提高;使用简体字、汉语拼音进行教学占绝对比例。论文还就出现的相关问题进行了分析探讨。     

Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis

Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural–historical activity theory is used as a lens to examine primary/elementary teachers’ activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers’ activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.     

走出故步自封的“堡垒”:新课程背景下高中英语教学的时代诉求

教育教学具有鲜明的时代性。新课程背景下的高中英语教学目标、教学内容、教学方法、教学评价等都需要与时代要求相一致。然而,我国高中英语教学存在的问题在于:教学目标工具化、教学内容繁难偏旧、教学方法单调古板、教学评价一元化。当前高中英语的关注点应该集中于评价制度、英语课程方案、教师专业发展等方面,主要策略是变革高考评价制度,以监督并保证高中英语新课程的有效实施;修订更适切的课程设计方案,让高中英语课程目标趋于多维,让课程内容具有基础性、选择性、时代性统一的特点;建立教师支持系统、校本教研制度促进教师专业发展,以保证教师从教学信念到教学行为都有利于新课程的实施与推进。     

Challenges of Integrating Mobile Technology into Mathematics Instruction in Secondary Schools: An Indonesian Context

Implementing mobile learning in curriculum-based educational settings faces challenges related to perceived ethical and learning issues. This study investigated the affordances of mobile technologies to support mathematics instruction by teachers. An exploratory study employing questionnaires and semi-structured interviews revealed that, while mathematics instruction can be augmented with mobile learning, the majority of schools in Indonesia have banned student use of mobile phones in classrooms. Teachers are concerned about the improper use of mobile phones that could impact their students' mental well-being and distract them from learning. Most teachers perceive mobile technologies to be disruptive and seem reluctant to use them for teaching delivery. However, teachers are eager to experiment with digital technologies within mathematics instruction. Our findings suggest infusing alternate technologies that fit better with the school's teaching and learning environment. This includes web-based applications that can run on different digital devices ranging from desktop computers, laptops, and tablets, to mobile phones. We propose setting up communities of practice for mathematics teachers to share their instructional repertoire on integrating digital technologies within the classroom.     

Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’ emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change” and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms. Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing preservice teachers in developing science teacher identities and a stance toward social justice.     

The role of teaching experience in language teachers’ perceptions of a top-down curriculum change

The current study aimed to investigate the role of teaching experience in language teachers’ perceptions of a top-down curriculum change. One hundred twenty-seven language teachers who have been experiencing the change for three years participated in the study. Their perceptions of change were quantitatively assessed by perceptions of change survey with three main components: new curriculum, teacher practices, and administrative support of change. Analysis of the quantitative data analysis indicates that experience is associated with more cautious perceptions of change and explains 9% of the variance in the results. To triangulate the findings of the quantitative data analysis, 10 experienced and 8 novice teachers took part in a structured interview and answered 10 questions regarding the old curriculum and the change, their role in the reform, and the administrator's support of the change. The result showed that both experienced and novice teachers are optimistic about the new syllabus. However, experienced teachers are more concerned about the practical issues of change such as time and lack of audiovisual aids. Further, they think that their agency and experiential professionalism are neglected in this change and the problems of implementing change have not been appropriately addressed by the administrators during the last three years.     

Worldviews,religions, and beliefs about teaching and learning: perception of mathematics teachers with different religious backgrounds

Beliefs about mathematics education and their influences on teaching practices have been widely investigated in recent decades. There have been numerous empirical studies on the influences of religions on teachers’ and students’ beliefs about subjects such as sciences and language. However, the influences of worldviews in general and religions in particular, as one of the major sources of beliefs in relation to mathematics education, are under-researched. The current study is a first step to unpacking the relationship between teachers’ religions and their beliefs about mathematics teaching and learning. By means of semi-structured interviews with mathematics teachers of different religious backgrounds, teachers’ perceptions on the connection between their personal religious beliefs and their beliefs about teaching and learning are investigated. In-depth analyses of the perceptions of three mathematics teachers reveal the complex relationship between teachers’ religious beliefs and their teaching beliefs. First, there are some common values shared by different religions, which influence the beliefs about mathematics teaching and learning as well as education in general. Second, religion is a rich belief system, and the teachers appear to apply only a portion of their religious beliefs to guide their teaching. It is also possible that a teacher is influenced by more than one religion or cultural tradition. Despite its subtleties, our study provides evidence to support the alignment between teachers’ personal religious beliefs and their beliefs about mathematics teaching and learning.     

课堂教学文化重建困境探析

通过对一所小学问题式教学实践的现实考察发现,尽管教师接受了许多新课程培训,但教师内心对传统教学观念的高度认同和坚守使得问题式教学实践缺乏实效性,同时也表明课堂教学文化的重建之路困难重重。课堂教学文化的重建关键在于教师教学观念的重塑,然而要改变教师的教学观念,并不能仅靠对教师的知识培训和技能训练来实现,必须确立一种整体观,改变教师生存于其中的学校场景和生活场景,为教师观念的转变提供外部支持。     

Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia)

ABSTRACT

Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary education. A survey on teacher motivation yielded responses from 315 teachers from 28 schools across 13 provinces in Indonesia. These teachers were observed in their classrooms by trained observers using a validated observation scheme. Results of a multilevel analysis indicate that: (1) perceived controlled motivation does not predict actual teaching behaviour; (2) perceived autonomous motivation is a positive predictor of at least some domains of actual teaching behaviour. Higher levels of perceived autonomous motivation are associated with higher scores on classroom management and clarity of instruction. There is also a slight tendency (p < .10) for autonomous motivation to explain differences in other domains of teaching behaviour, with the exception of activating teaching. This study highlights the importance of autonomous motivation in relation to teaching quality.     

The implementation of equitable teaching strategies by high school biology student teachers

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.     

Risk-aversion: understanding teachers’ resistance to technology integration

Teachers who do not integrate technology are often labelled as ‘resistant’ to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers’ analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice. These ideas are explored through an in-depth qualitative analysis of teacher interviews focusing on experiences with, and beliefs about, technology and teaching. Results suggest decisions to integrate technology in teaching are influenced by negative affective responses to technology, general risk-aversion in teaching, and the perceived value of technology in teaching. The risk analysis framework and findings presented in this paper can be used to support communication with teachers to minimise perceived risks and, where appropriate, help support future technology use.     

Teaching style,ICT experience and teachers’ attitudes toward teaching with Web 2.0

Emphasis on 21^st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered teachers are considered receptive to collaborative technologies and likely to use technology meaningfully in teaching, to what extent teaching style influences their Web 2.0 adaption requires further investigation. This study attempts to identify K12 teachers’ attitudes toward the use of Web 2.0 technologies in their teaching. 161 teachers from eight middle and high schools in both rural and urban locations of West Virginia participated in this cross sectional survey study. Overall, the findings indicate that while teachers are fairly proficient in their computer and internet skills and have fairly high computer self-efficacy, their workload and a structured and standardized curriculum were inhibitors of Web 2.0 adoption. Age, self-efficacy, workload, and views about Web 2.0 in teaching were observed to be significant factors predicting teachers’ likelihood to find Web 2.0 appealing for teaching. Teaching style was not a significant predictor. The findings suggest infrastructural improvements, workload adjustments, and increased professional development opportunities allowing teachers to observe, discuss, and practice Web 2.0 technologies in their particular disciplines.     

Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?

This study examined the geologic and evolutionary subject matter and views of inquiry and nature of science (NOS) of a group of 5th–9th grade teachers, and a comparison group, before and after participating in an inquiry-based professional development (PD) experience. Project teachers participated in an intensive, week-long, resident institute where they learned about geology, evolutionary concepts, NOS, and inquiry while engaging in an authentic scientific investigation. They were also given support in how to teach these topics using an inquiry-based approach. Analyses of data indicate that project teachers showed greater gains in subject matter than comparison teachers and the relative change was significantly different statistically. Furthermore, most project teachers demonstrated a shift from less informed to more informed views of inquiry and NOS and the relative change between participant and comparison teachers was significantly different statistically. These gains are promising because they suggest that short-term and intensive PD can support teachers in enhancing their knowledge and views. Moreover, analysis of post-programme questionnaires and interviews indicated that supporting teachers in reflecting on the relationship between their former classroom teaching practice, and new knowledge acquired during PD, may be an important link in enhancing teacher knowledge and supporting change in practice. This suggests that enhanced knowledge and views may not be the only factor contributing to changing one's practice. The study points to the importance of reflection in promoting teacher change. Results from this study add insights to supporting teachers in enacting inquiry-based instruction and teaching about NOS in their classrooms.     

促进新教师成长的有效途径研究——以4位城市小学新教师为个案

本研究以北京市四位新教师为个案,分析当前我国促进新教师发展各途径的效果、问题及建议。研究发现,我国已形成了促进新教师发展的制度化途径,对新教师予以全方位引领和支持,师徒制是其中最有效的途径。但这些途径更多关注新教师的教学能力,对班主任工作能力和教师情感文化方面的支持有限,实操层面的培训缺乏系统性和计划性。研究建议：制定全方位帮扶新教师计划;调整过度关注操作技能层面的做法;全面改进师徒制;提升区教研员对新教师发展的责任;建立校本教研与师徒制相结合培养新教师的专业学习共同体。