Re-Imagining Teaching Improvement : From Early Childhood to University

• Autore: Lynch David
• Pubblicazione: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (382 pages)
• Altri autori: YeighTony BoydWendy
• Nota di contenuto: Intro -- Contents -- About the Editor -- 1 Introduction to Re-imagining Teaching Improvement -- 1.1 A Changing World that Challenges the Traditions of Education -- 1.2 Prefiguring the Chapters of This Book -- 1.3 Part 1: Re-Imagining Teaching Improvement in Primary/Secondary Schools -- 1.4 Part 2: Re-Imagining Teaching Improvement at the Tertiary and Early Childhood Level -- References -- Part I Re-imagining Teaching Improvement in Primary/Secondary Schools -- 2 Developing an Association-Wide Professional Learning Network for Secondary Mathematics Teachers: A Narrative of a Three-Year Research Project -- 2.1 Synopsis -- 2.2 Leading up to the Project -- 2.2.1 About MANSW and the Annual Surveys -- 2.3 Forming the Research Partnership -- 2.3.1 Research Services Agreement (RSA) -- 2.4 The First Year -- 2.4.1 Theoretical Framework -- 2.4.2 On-the-Ground Implementation -- 2.4.3 COVID-19 -- 2.4.4 Online Support System -- 2.5 The Second Year -- 2.5.1 Fogg Behavioural Model -- 2.5.2 Reviewing the OSS -- 2.5.3 Implementation of a Plan -- 2.6 The Third Year -- 2.6.1 Pivoting the Project -- 2.6.2 Implementing the Pivot -- 2.7 Emerging Impact and Future Research -- 2.8 Recommendations for Working as a Partnership -- 2.8.1 Recommendation 1: Be Flexible and Adaptive -- 2.8.2 Recommendation 2: Have a Team of Varied Expertise -- 2.8.3 Recommendation 3: Take Time to Determine the Required Skill Sets -- 2.8.4 Recommendation 4: Develop a Robust Relationship Within the Partnership -- 2.8.5 Recommendation 5: Have a Core Group with Regular Meetings -- 2.9 Summary -- References -- 3 Re-imagining Pedagogical Approaches to Support Student Engagement in Secondary Schools -- 3.1 Student Engagement -- 3.1.1 Teachers and Student Engagement -- 3.1.2 Implementation of Effective Pedagogies to Support Engagement. ; 3.1.3 Prior Research into Teachers' Understandings of Student Engagement -- 3.2 The Study -- 3.3 The Findings -- 3.3.1 What Are Secondary Teachers' Understandings of Student Engagement? -- 3.3.2 To Which Dimensions of Student Engagement Do Secondary Teachers Attribute More Importance? -- 3.3.3 How Do Secondary Teachers' Understandings of Student Engagement Align with Their Classroom Practice? -- 3.4 How Can Teachers and Schools Improve Student Engagement in the Secondary Classroom? -- 3.5 Chapter Summary -- References -- 4 Collaboration for Primary Teaching Improvement: The Relational Aspects of Close Co-teaching -- 4.1 Introduction -- 4.2 The Intrapersonal and Interpersonal Aspects of Teacher Collaboration -- 4.3 Levels of Collaboration -- 4.4 Close Co-teaching -- 4.5 Innovative Learning Environments, Co-teaching and Collaboration -- 4.6 Literature Review: Teacher Views on Collaboration and Co-teaching -- 4.7 Theoretical Framework: Relational Trust -- 4.8 Methodology -- 4.8.1 Method -- 4.8.2 Participants and Setting -- 4.8.3 Data Collection -- 4.9 Data Analysis -- 4.10 Results -- 4.10.1 Relationships and Shared Work -- 4.10.2 Changes and Challenges -- 4.10.3 Gains and Losses -- 4.11 Discussion -- 4.12 Limitations and Recommendations -- 4.13 Impact Potential -- 4.14 Summary and Conclusions -- References -- 5 Adaptive Solutions for Teaching Improvement in Complex K-12 Situations -- 5.1 The Global Talent Initiative (GTI) -- 5.1.1 Global School Community -- 5.1.2 School Leadership and Talent Management -- 5.1.3 Community of Practice -- 5.1.4 Adaptive Solutions -- 5.2 Indigenous Schooling Trends in Australia -- 5.3 The GTI in Action -- 5.4 So, What Can We Take from the GTI as a Program for Improvement? -- References -- 6 Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers. ; 6.1 Background and Introduction -- 6.1.1 Out-of-Field and Non-specialist Teachers of Mathematics -- 6.1.2 Mathematical Knowledge for Teaching -- 6.1.3 Interest in Mathematics -- 6.1.4 Mathematics Anxiety -- 6.1.5 Teacher of Mathematics Identity -- 6.2 The Cycle of Engagement with Mathematics -- 6.3 Step 1: Dealing with Mathematics Anxiety -- 6.3.1 Relaxation-Based Strategies -- 6.3.2 Cognition-Based Strategies -- 6.3.3 Mathematics Content-Based Strategies -- 6.4 Step 2: Increasing Interest, Enthusiasm, and Motivation for Mathematics -- 6.4.1 Self-determination Theory -- 6.4.2 Models of Interest Development -- 6.4.3 Relevance -- 6.4.4 Belonging -- 6.5 Step 3: Build Mathematical Knowledge for Teaching -- 6.6 Chapter Summary -- References -- Part II Re-imagining Teaching Improvement at the Tertiary/Early Childhood Level -- 7 Education as a Consilient Problem: Initial Teacher Education (ITE) and the Left-Right Spectrum (LRS) in Times of Disruption -- 7.1 Education's Consilient Problem -- 7.1.1 Disrupted Teacher Identities -- 7.1.2 The Left-Right Spectrum (LRS) -- 7.2 Teacher Identity and the LRS -- 7.3 A Survey of Preservice Teacher (PST) Identities -- 7.3.1 Background and Context -- 7.3.2 Methodology -- 7.4 Results and Analysis -- 7.5 Discussion -- 7.5.1 Teacher Identities and the Issues of Social Disruption -- 7.5.2 Teacher Identities and the LRS -- 7.5.3 Teaching and Learning About the LRS -- 7.6 Conclusion -- References -- 8 A Big Little Window (BLW) for Teacher Training: A Frame for Teaching and Thinking Through Disruption -- 8.1 Introduction -- 8.1.1 Education Disrupted -- 8.1.2 The Problem with Education -- 8.1.3 Teacher Development and Improvement -- 8.1.4 Maps, Models and Metaphors -- 8.2 The Big Little Window (BLW) -- 8.2.1 Introduction to BLW -- 8.2.2 Dynamics and Dimensions of BLW -- 8.2.3 Process and Application -- 8.2.4 Summary. ; 8.3 The Big Little Window (BLW) in an Educational Philosophy Unit -- 8.3.1 Background and Context -- 8.3.2 Process: Description of Application of the BLW -- 8.3.3 Results and Reflections: Illustrations of Learner Engagement with the BLW -- 8.4 Conclusion -- References -- 9 A Vision for High Quality Early Childhood Education and Care -- 9.1 Introduction -- 9.1.1 Investment in Quality Early Childhood -- 9.1.2 Early Childhood Teacher Education Programs -- 9.2 Summary of Preparing ECTs -- 9.3 Case Study Investigating ECTs' Perspectives of Study -- 9.3.1 Approach to Research Design -- 9.3.2 Methodology -- 9.3.3 Participants -- 9.3.4 Data Collection and Analysis -- 9.3.5 Findings -- 9.3.6 Discussion of Findings -- 9.4 Synthesis and Recommendations -- 9.4.1 Chapter Summary -- References -- 10 Refining Mentor Teachers' Feedback Towards Improving Preservice Teachers' Practice -- 10.1 Introduction -- 10.2 Theoretical Frameworks -- 10.3 Research Design -- 10.4 Findings and Discussion -- 10.4.1 Cohort 1: Questions Asked During Role-Play of Feedback Session -- 10.4.2 Cohort 2: The REF Scaffold -- 10.5 Implications Emerging from This Research -- 10.6 Limitations and Further Research -- 10.7 Chapter Summary -- References -- 11 Using Academic Skills to Improve Teaching -- 11.1 Introduction -- 11.2 Context -- 11.3 Academic Language and Learning -- 11.4 Method -- 11.5 Findings -- 11.5.1 Profile of Students Attending Academic Skills -- 11.5.2 Performance of These Students -- 11.5.3 Support from Student Voice -- 11.6 Discussion -- 11.7 Limitations and Conclusion -- References -- 12 Improving ITE Training by Developing Guidelines for the Role of In-School Coordinators Before, During and After Professional Experience -- 12.1 Introduction -- 12.2 Literature Review -- 12.3 Context of the Study -- 12.4 Theoretical Framework -- 12.4.1 Interpretivist Paradigm. ; 12.4.2 Socio-cultural Theory -- 12.4.3 Case Study Methodology -- 12.4.4 Conceptual Framework -- 12.5 Research Design -- 12.6 Results and Discussion -- 12.6.1 Participant Demographics -- 12.6.2 In-School Coordinator Practices -- 12.6.3 Before the Professional Experience -- 12.6.4 During the Placement -- 12.6.5 Conclusion of the Placement -- 12.7 Findings and Recommendations -- 12.8 Limitations and Further Research -- 12.9 Conclusion -- References -- 13 Using Student Voice to Improve the Quality of Tertiary Teaching -- 13.1 Introduction -- 13.2 A Planning day Scrum Project -- 13.3 Student Voice -- 13.4 Your Voice Matters!-Phase 1 Pilot Study -- 13.5 Phase 2: Expanded University-Wide Online Qualtrics Survey -- 13.6 Results -- 13.7 Question 3: What isn't Going so Well? -- 13.7.1 Teaching Delivery of Unit -- 13.7.2 Feedback and Marking -- 13.7.3 Lecturer/Tutor Related -- 13.8 Unit-Course Offerings -- 13.8.1 Face-to-Face Contact Request -- 13.8.2 Support-Not Feedback -- 13.8.3 Workloads-Student -- 13.8.4 Practicum-Placement -- 13.9 Unit/Course Offerings -- 13.9.1 Flexibility of Course Structure -- 13.10 Communication University-Wide -- 13.10.1 Absence of Communications -- 13.10.2 Positive Responses -- 13.11 Teaching and Delivery of Content -- 13.11.1 Assessments and Feedback -- 13.11.2 Content Related Including Lecturer/Tutor Comments -- 13.11.3 Support -- 13.11.4 Practicum -- 13.11.5 Flexibility and Unit-Related -- 13.12 Social and Emotional Wellbeing -- 13.12.1 Better Communication -- 13.13 Course Structure and Flexibility of Availability -- 13.14 Positive Responses -- 13.15 Discussion -- References -- 14 Using Self-Determined Learning to Improve Teacher Professional Learning -- 14.1 Background and Introduction -- 14.1.1 The Characteristics of Online Professional Learning -- 14.2 The Research -- 14.2.1 Data Analysis -- 14.2.2 Quantitative Analysis. ; 14.2.3 Qualitative Analysis.
• Titolo autorizzato: Re-Imagining Teaching Improvement
• ISBN: 981-9977-46-0
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910799251603321
• Lo trovi qui: Univ. Federico II