International Journal of Technology in Education,
Год журнала:
2023,
Номер
6(2), С. 224 - 237
Опубликована: Май 7, 2023
Integrasi
pendekatan
STEM
(Science,
Technology,
Engineering
and
Mathematics)
ke
dalam
pembelajaran
terus
menarik
perhatian
para
peneliti
dan
akademisi.
Guru
memainkan
peran
kunci
keberhasilan
dukungan
ketika
menerapkan
berbasis
STEM.
Studi
ini
bertujuan
untuk
memberikan
gambaran
yang
komprehensif,
membangun
literatur
sebelumnya,
arah
masa
depan
penelitian
lebih
lanjut
oleh
pendidik.
Ada
193
dokumen
berisi
STEM-nya
di
database
Taylor
Francis,
disintesis.
Pertanyaan
mencakup
frekuensi
publikasi
tahunan.
Distribusi
judul
STEM,
distribusi
metode
topik,
jumlah
paling
banyak
dikutip,
sebagian
besar
negara
berkontribusi,
jurnal
sering
diterbitkan
bidang
Dari
pasal,
hanya
21
memuat
kata
pada
judulnya,
64
melihat
peningkatan
signifikan
tahun
2022.
Sebagian
berfokus
pengajaran
serta
penguasaan
konsep.
Diurutkan
berdasarkan
negara,
Amerika
Serikat,
Inggris,
Swedia
kontribusi
terbesar
dibandingkan
lain,
diikuti
Belanda,
Jerman,
Finlandia,
Norwegia.
Penulis
dikutip
adalah
Joseph
Krajcik,
Susan
Codere,
Chanyah
Dahsah,
Renee
Bayer,
Kongju
Mun,
telah
sebanyak
110
kali.
Berdasarkan
artikelnya,
International
Journal
of
Science
Education
merupakan
berkontribusi
antara
2013
hingga
Inggris
Raya,
dengan
Psychology in the Schools,
Год журнала:
2023,
Номер
60(12), С. 4871 - 4884
Опубликована: Авг. 31, 2023
Abstract
As
an
alternative
concept
of
teacher
professional
development,
learning
has
attracted
increasing
research
attention.
This
study
explored
the
relationship
between
gender,
principal
support,
identity,
and
among
608
teachers
in
central
western
regions
China.
The
results
indicated
that
female
perceived
higher
identity
than
male
teachers.
Principal
support
had
a
significant
positive
influence
on
learning,
with
playing
partial
mediating
role.
Teacher
gender
moderated
mediation
effect
Based
findings,
practical
implication
was
discussed.
Interdisciplinary Journal of Education Research,
Год журнала:
2024,
Номер
6, С. 1 - 15
Опубликована: Май 14, 2024
The
present
study
examined
the
understanding
of
Professional
Learning
Communities
(PLCs)
among
history
teachers
in
South
Africa.
research
focused
on
a
sample
10
from
five
schools
UMgungundlovu
District
KwaZulu-Natal.
Drawing
theoretical
framework
Community
Practice
(CoP)
and
adopting
qualitative
approach,
employed
case
design
utilised
both
semi-structured
interviews
focus
group
discussions
to
generate
data.
generated
data
were
thematically
analysed
using
Braun
Clarke's
six
septs
thematic
analysis.
findings
indicate
that
perceived
PLCs
as
academic
groups
fostered
development
historical
content
knowledge,
new
teaching
approaches,
relevant
assessment
techniques
through
collaboration,
engagement
sharing
professional
insights.
It
was
also
revealed
various
strategies
within
PLCs,
such
lesson
study,
workshops,
seminars,
integration
information
communication
technology
(ICT),
enhance
implementation
curriculum.
recommends
school
principals,
with
guidance
Department
Education,
take
lead
establishing
Subject-Specific
(SSPLCs)
fully
leverage
potential
benefits
across
all
subjects
Furthermore,
it
is
suggested
some
may
require
additional
training
digital
skills
effectively
participate
virtual
PLC
activities.
By
contributing
existing
body
this
advances
best
practices
for
improve
effectiveness
efficiency.
Journal of Professional Capital and Community,
Год журнала:
2023,
Номер
9(1), С. 51 - 67
Опубликована: Дек. 11, 2023
Purpose
Whilst
professional
learning
communities
(PLCs)
have
been
widely
explored
at
the
school
level,
they
received
less
attention
departmental
level.
The
study
takes
variance
between
departments
and
role
of
teacher
leaders
into
consideration,
relationships
amongst
departmental-level
PLC
dimensions,
two
types
leadership
(TL)
individual
self-efficacy
are
investigated.
Design/methodology/approach
sample
consisted
907
teachers
from
81
in
Chinese
schools.
associations
studied
variables
were
through
a
multi-level
analysis
approach.
Findings
results
show
that
specific
characteristics
PLCs,
namely
reflective
dialogue
(RD)
collective
responsibility
(CR),
exhibit
positive
correlation
with
self-efficacy.
Additionally,
findings
indicate
transformational
significantly
predicts
self-efficacy,
whereas
instructional
(IL)
does
not
emerge
as
significant
predictor.
These
may
be
attributed
to
contextual
factors
teachers'
work
practice
leaders.
Originality/value
This
research
contributes
existing
literature
by
addressing
uncovering
impacts
dimensions
on
teachers.
Furthermore,
TL
styles
level
differentiated,
their
distinct
influences
further
analysed.
Kastamonu Eğitim Dergisi,
Год журнала:
2024,
Номер
unknown, С. 668 - 677
Опубликована: Окт. 23, 2024
Purpose:
The
study
aims
to
reveal
the
levels
of
schools
as
being
a
PLC
regarding
opinions
teachers
working
at
high
schools.
Design/Methodology/Approach:
research
was
carried
out
in
accordance
with
correlational
survey
design.
Participants
were
selected
by
stratified
sampling
method,
which
is
one
random
types.
It
consists
385
teachers.
participants
are
from
Maltepe,
Sultanbeyli,
Esenler
and
Bakırköy
districts
İstanbul
during
2021-2022
academic
year.
To
get
data,
Scale
used
analyze
descriptive
statistics
one-way
analysis
variance
used.
Findings:
level
professional
learning
community
"agree".
When
scale’s
sub-dimensions
examined,
significant
difference
found
between
employment
type,
length
service
district
variables.
On
basis,
some
suggestions
given
policy
makers.
Highlights:
important
establish
an
online
platform
that
allows
expansion
network.
In
addition,
framework
plan
for
ensure
sustainability
planned.
Lastly,
implementation
rotation
could
be
considered
transform
individual
intelligence
into
collective
intelligence.
