An Internet-Supported Continuing Professional Development Training with Secondary School Physical Education Teachers: Protocol for the Physical Education for Moving (PE4MOVE) Trial

Sustainability, Journal Year: 2022, Volume and Issue: 14(18), P. 11579 - 11579

Published: Sept. 15, 2022

Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation required. School physical education (PE) can promote students’ active lifestyle. The paper presents the protocol of “Physical for moving” (PE4MOVE) project, based on an Internet-supported professional training program offered PE teachers a region central Italy. Secondary school their students randomly allocated either intervention group or wait-list control group. Teachers participate continuing development (CPDt) designed increase knowledge competences regarding activity (PA) promotion. CPDt, developed according recent recommendations, consists mixed-modality preliminary session fitness testing, webinars online workshops theory-driven strategies. then required apply contents during classes. Teachers’ variables related PA promotion, as well approach PA, levels recorded at pre- post-trial times. Upon its completion, project may contribute field by providing evidence effectiveness teachers’ programmes, transferability motivation from out-of-school settings, relationship between motivation.

Language: Английский

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Perspectives of Malaysian academics on the preparation of fourth industrial revolution for Construction Technology Program

International Journal of Evaluation and Research in Education (IJERE), Journal Year: 2023, Volume and Issue: 12(1), P. 114 - 114

Published: Jan. 16, 2023

The purpose of this study is to examine the perspective Construction Technology academics from Malaysia vocational colleges on implementing aspects industrial revolution 4.0 (IR 4.0). It was achieved by determining degree leadership support for colleges, implementation IR components academics, readiness both generic and 4.0-related technical skills. This conducted using a survey method (cross-sectional study) where data collection research findings were done only once during applying questionnaire method. sample chosen among 408 42 schools in Fisher's Formula. By choosing work with 95% confidence level, standard deviation 0.5, interval (margin error) ± 5%, requires 198 samples better analysis. From instruments distributed, 45 managed be collected analyzed due limitation global pandemic. Statistical Packages Social Sciences (SPSS) software, version 20 taking mean value each variable studied. results showed that average score overall objectives at high level which between ranges 3.98 - 4.38. shows perspectives college field level.

Language: Английский

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Integrating cognitive presence strategies: A professional development training for K-12 teachers

Contemporary Educational Technology, Journal Year: 2023, Volume and Issue: 15(2), P. ep417 - ep417

Published: Feb. 24, 2023

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting teachers’ instructional capacity. This study presents findings teacher professional development aiming implementation at level. Following mixed-method methodology, the present research was carried out with 53 from four different campuses grade levels, who were guided implement strategies their context. The data sources CP-integrated lesson plans, trainers’ feedback on these responses questionnaire. collection methods utilizing an end-of-the-training questionnaire directed teachers, plan evaluation through rubric, content analysis trainer plans revised plans. Results unveiled that this designed implemented for led significantly positive changes regardless subjects or topics. could also provide important contributions designing researchers, practitioners trainers, particularly dimension.

Language: Английский

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The Role of Feedback in Teacher Professional Development

EIKI Journal of Effective Teaching Methods, Journal Year: 2023, Volume and Issue: 1(4)

Published: Nov. 23, 2023

This paper examines how professional development (PD) facilitators obtain feedback about the effectiveness of sessions they facilitate and to what extent is an integral part their planning. Three with varying degrees experience served as participants in this study. One-on-one semi-structured interviews were used collect data, data analyzed utilizing interpretative phenomenological approach (IPA). The findings showed that obtained from teachers using different methods before, during, after sessions. plan check sessions, was work.

Language: Английский

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Analysis of the Professionalism of College Teachers in the Information Age Based on Teaching According to Materials

Applied Mathematics and Nonlinear Sciences, Journal Year: 2024, Volume and Issue: 9(1)

Published: Jan. 1, 2024

Abstract Aiming at the problem that it is difficult to objectively analyze degree of teaching based on materials in traditional way, this paper establishes an index system opinions experts and characteristics materials. A BP neural network analyzes measure level by university teachers This aims improve running speed employing gradient-at-every-turn method optimizing parameters. Moreover, maximum-minimum value used normalize data, entropy calculate weights indicators provide more accurate data for network. Once model construction was finished, put through its paces teacher training science colleges trial operation. The absolute difference between output expert evaluation 0.09 0.052, which are all less than 0.1. Most teachers’ scores excellent level, around 0.8-0.9, but score diversified methods 0.6784, low side, proving there still room improvement aspect.

Language: Английский

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Identification of Teachers’ Professional Challenges about Content Knowledge and Managerial Matters at Secondary Level

PAKISTAN LANGUAGES AND HUMANITIES REVIEW, Journal Year: 2024, Volume and Issue: 8(I)

Published: Feb. 21, 2024

The present research study as an effort to identify the teachers' professional challenges regarding knowledge of managerial matters at secondary level. For this purpose, researchers used quantitative well qualitative method for survey and descriptive nature study. explanatory sequential technique was used. population comprised; head teachers (HT), school (SSTs), students classes (SSCs). stratified sampling adopted proposed desired data will be collected from Tehsil Rahim Yar Khan. sample size comprised 48 with same ratio male female 144 teachers, 426 gender locality. questionnaires were developed collection HT, SSTs Secondary School Students. recommends that trainings must organized tackling content challenges, pedagogical difficulties teachers.

Language: Английский

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(Re)thinking Teacher Training in the Digital Age: Teacher Training Models for Online Practice

Lecture notes in networks and systems, Journal Year: 2024, Volume and Issue: unknown, P. 110 - 119

Published: Jan. 1, 2024

Language: Английский

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In search of time: Higher education teachers' experience of an online professional development course

European Journal of Education, Journal Year: 2024, Volume and Issue: 59(3)

Published: May 21, 2024

Abstract This article investigates teachers' lived experiences of an online professional development (OPD) course in Denmark – that is, Teknosofikum through a hermeneutic phenomenological perspective, and it relies on the interpretive analysis 15 semi‐structured interviews. The article's contribution focuses theme ‘time’ highlights as multifaceted construct plays relevant role learning. By relying ideas temporal structuring multiple temporalities , shows OPD courses HE engagement nest themselves into pre‐existing complex nexus commitments duties, each which has its own temporality rhythm, along with longer‐term aspirations for pedagogical development. As time emerged aspect characterizing design experiences, provides simple recommendations ‘time‐aware’ courses.

Language: Английский

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Student learning performance and satisfaction with a flipped classroom in undergraduate dental pharmacology education

medRxiv (Cold Spring Harbor Laboratory), Journal Year: 2024, Volume and Issue: unknown

Published: June 8, 2024

Abstract Introduction The flipped classroom (FC) model of blended learning has become more feasible with the advancement digital technology platforms. Monitoring a FC approach in curriculum delivery provides an opportunity to evaluate its impact on student exam outcomes and satisfaction. Presented here is examination performances experiences undergraduate dental students taking pharmacological course material using compared that traditional (TC) model. Method Ninety- seven experiencing 129 TC over 2 academic years. Course lecture topics, scheduling assessment are consistent across both modes delivery. At end each year anonymous survey closed question was conducted gain feedback regarding Results positively improved percent increase percentage mean grade 15% number obtaining grades greater than 50%. An proportion achieving higher overall seen versus from frequency distribution results. also rated satisfaction cohort. Conclusion In summary indicate having positive experience approach. These findings provide evidence educators can lead improvement this subject area.

Language: Английский

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Unpacking expert teachers’ theory construction experiences: a case study

Asia-Pacific Journal of Teacher Education, Journal Year: 2024, Volume and Issue: 52(4), P. 458 - 476

Published: July 22, 2024

This case study uses qualitative data generated over three years to explore how a Chinese expert teacher constructs her personal practical theory (PPT) about teaching. The analysis showed that the successfully constructed personally relevant, institutionally expected, and socio-culturally embedded PPT manifested teaching beliefs. through five essential interrelated steps: (a) identifying effective practice; (b) crystalising core concept from teaching; (c) proposing theoretical tenets around concept; (d) configuring into preliminary PPT; (e) refining in relevant communities. construction experience deepened teacher's understanding of enhanced confidence engaging with educational theories university-based scholars. However, lack knowledge hands-on tools for posed significant challenges teacher. generates new empirical evidence conceptual insights construction, enriching international discussions on theory-practice gap education. research findings also suggest implications frontline teachers, facilitating their engagement close divide situated contexts.

Language: Английский

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