Cited by A pragmatic meta-model to navigate complexity in teachers’ professional Learning

Policy strategies to remedy isolation of specialist arts and music teachers DOI

Alfredo Bautista, Ann Marie Stanley, Flávia Candusso

et al.

Arts Education Policy Review, Journal Year: 2020, Volume and Issue: 122(1), P. 42 - 53

Published: April 1, 2020

Specialist arts and music teachers around the world experience intense feelings of professional isolation. Such lead to negative consequences on their growth, psychological well-being, ultimately student learning. It is therefore urgent identify implement effective policies foster collegial support networked learning among these teaching professionals, as well collaboration with other stakeholders. After reviewing literature teacher isolation, article presents four sections. The first one focuses important role that formal (top-down) school-university partnerships may play in remediating "Institutional Program for Pre-Service Teachers Education" (IPPSTE), implemented by Brazilian Federal Government since 2009, used illustrate how can effectively benefit from collaborating face-to-face teachers, educators, researchers. In second section, online blended Professional Development (PD) carried out countries such United States, Singapore Germany are show potential informal (bottom-up) initiatives, which allow interact not only peers, but also specialized subjects, PD providers, associations. third section recommends enhance at large, particular research-practice-policy pipeline. We argue should focus actionable knowledge within shared spaces ecological frameworks concludes proposing additional examples anti-isolationist education.

Language: Английский

Citations

Virtual Reality Escape Rooms for STEM Education in Industry 4.0: Greek Teachers Perspectives DOI

Stylianos Mystakidis,

George Papantzikos,

Chrysostomos Stylios

et al.

Published: Sept. 24, 2021

Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21 ^st century. Education industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), Augmented (AR). VR support creative student-centered teaching learning methods STEM, such as playful learning, gameful (gamification), serious games. Serious escape rooms are digital interactive, live adventure breakout games with pedagogical rationale. This paper examines perceptions of K-12 school education teachers towards educational STEM environments. Twenty-eight Greek responded to questionnaire after having experienced cost-effective science-themed room. Results indicate that reacted positively room, appreciating its value learning. Moreover, they eager engage professional development activities embrace methods.

Language: Английский

Citations

Beyond digital competence and language teaching skills: the bi-level factors associated with EFL teachers’ 21st-century digital competence to cultivate 21st-century digital skills DOI

Amir Reza Rahimi

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 29(8), P. 9061 - 9089

Published: Sept. 5, 2023

Language: Английский

Citations

Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge DOI