This document discusses conceptualizations of teaching and summarizes a research article. It begins by outlining six common conceptualizations of teaching: as a labor, craft, art, product, client service, and profession. It then focuses on conceptualizing teaching as an art, with the teacher as an artist. The implications of evaluating teaching as an art are discussed, with self-evaluation presented as the primary method for artists/teachers to improve. The document concludes that self-evaluation allows teachers to develop professionally and maximize student learning.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Joshua, Monday Conceptualization And Perceptions Of Teaching As An Artistic FormWilliam Kritsonis
International, Global, World-Wide Education
William Allan Kritsonis, PhD
In 2005, Dr. William Allan Kritsonis lectured at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled Ways of Knowing Through the Realms of Meaning.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Joshua, Monday Conceptualization And Perceptions Of Teaching As An Artistic FormWilliam Kritsonis
International, Global, World-Wide Education
William Allan Kritsonis, PhD
In 2005, Dr. William Allan Kritsonis lectured at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled Ways of Knowing Through the Realms of Meaning.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Teachers now have many roles beyond just imparting knowledge. They act as facilitators who guide students in setting goals and organizing the learning process. Teachers also take on roles as mentors, friends, role models, and substitutes for parents. With changes in technology and curriculum, teachers now must develop skills in areas like information technology, developing personalized lesson plans, and adapting to changing educational expectations and systems. Teachers play an important role in developing students' character and preparing them to contribute positively to society.
The document discusses diversity in the classroom from legal and practical perspectives. Legally, education law governs public and private schools and universities. In Indonesia, education law has evolved over time from ancient times to the present. Practically, diversity occurs in many forms in classrooms and it is important for educators to recognize different learners and meet their needs. Classroom practices around diversity have developed through both theory and experience shared between teachers.
Performance Assessment fo students using specific Instructional ObjectivesDr. N. Asokan
This document discusses using a taxonomy framework to align instructional objectives, activities, and assessments. It assessed 56 mechanical engineering students on objectives related to engineering mechanics. Objectives were written using a standard format and placed in cells of the taxonomy table based on cognitive process and knowledge dimensions. Corresponding instructional activities and assessments were developed to match each objective. Analysis found the objectives, activities, and assessments were strongly aligned within the taxonomy framework, allowing systematic planning and evaluation of student learning.
This document discusses developing staff competencies at an engineering college in rural Tamil Nadu, India. It notes the need for staff development due to changes in the external environment like increased competition, and internal changes like management and financial issues. The college faces challenges in recruiting and developing teaching staff due to its rural location. Staff are expected to meet minimum requirements like teaching subjects, assessing students, and supporting student activities. However, ongoing training and development is needed to help staff and the college adapt to ongoing changes in higher education.
A brief MS PowerPoint presentation about socioeconomic ideology in language curriculum development. It was presented before the Language Curriculum class of Dr. Mila J. Arias at the College of Education, Arts, and Sciences of the National University, Manila.
Student/presenter:
Tristan L. Piosang
BSEd English
Faculty:
Dr. Mila J. Arias
References:
Bobbit, F. (1918). The curriculum. Boston: Houghton Mifflin.
Gutek, G. (2011). Historical and philosophical foundations of education. Boston, MA: Pearson Education.
Lutz, M. (2009). Handbook of economics and ethics. Edward Elgar Publishing.
Richards, J. (2001). Curriculum development in language teaching. NY, USA: Cambridge University Press.
Changing and Leading Staff Members of Higher Education in Rural DistrictDr. N. Asokan
1. The document discusses leading and changing the staff culture at Mount Zion College of Engineering and Technology in Pudukottai, Tamil Nadu, India.
2. It describes how both internal and external environmental factors required changes to the college's operations and staff culture. Staff members initially resisted changes and focused only on their individual roles.
3. The authors led change efforts by developing a vision, educating staff on why change was needed, and holding weekly meetings for dialogue and discussion. This helped staff better understand and accept the changes. The goal was to develop a culture of lifelong learning, teamwork, and adaptability to environmental changes.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Global ready teacher competency framework standards and indicatorsAungYaTun2
This document outlines a framework for global-ready teachers with standards and indicators in three domains: pedagogy, content, and technology. It describes how global-ready teachers demonstrate expertise through mastery of instructional strategies and global content integration. They also demonstrate leadership by collaborating with colleagues, advocating for global education, and integrating new technologies. The framework is intended to guide teacher professional growth and development of global competencies through rubrics, observations, and self-assessments.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
The Study of Student Motivation on English Learning in Junior Middle School -...Mastura Kamal
This document summarizes a study on student motivation for learning English in junior middle school in Gejiu, China. The study aimed to understand factors that influence student motivation and identify ways to improve English learning. A questionnaire was administered to 45 students to assess their interest, attitudes, goals, and perceptions of factors like parental encouragement. The results were analyzed to determine relationships between motivation and academic performance, and identify how to better stimulate student motivation for English learning. Key factors discussed include the importance of motivation, integrating communicative approaches, and helping students set clear and achievable goals.
Teacher Collaboration: The Need for Trust in the Classroom ContextDr. Amarjeet Singh
Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalised professional support to teachers through discussion about their practice (Lofthouse, Leat & Towler, 2010, p. 5). This paper fact resulted into a critical analysis of chapters two, four, and eight of the book "The Coaching Approach for Teaching and Learning" by Newell-McLymont (2015). For this reason, the paper reviewed Collaboration in the Classroom Context.Collaboration in the classroom context is a vital part of meeting the diverse needs of students in building an inclusive education system. Collaboration between teachers, parents, and specialists dealing with students with special needs in a context of school integration. Collaborative problem solving is a skill valued by the professional community, looking for people who can solve complex problems with their colleagues in the era of robotization of jobs. However, Collaboration remains a daunting challenge for students and professionals alike, where fairness, creativity, and people-to-people relationships can quickly become obstacles. Chapter four deals with the tools of cognitive coaching. These tools are the basis for the main ideas in this chapter. Some of these tools are "diagnostic" in nature Newell-McLymont (, 2015, p. 56-63). Finally, chapter eight of Newell-McLymont (2015) explores flexibility and the Nonjudgmental Nature of Cognitive Coaching. It has thus far been realized that the "cognitive coaching approach is a flexible approach for teaching and learning. It is "nonjudgmental" in nature. As a result, "trust can be established, and transformation can be experienced in the teaching and learning context" (p. 135). Where teacher-student relation is concerned, "whatever path a student may use to come up with a solution, the teacher can see it as valid or invalid and will be able to offer the necessary suggestions concerning its correctness" (p. 138). In the wake of the education reform, the school environment's renewal seems to be moving towards greater openness to working team consultation. Seen as a way to break isolation between teachers and other types of staff in complementary services, collaborative work can contribute to the overall development of students by ensuring better consistency in interventions.
The document examines the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme for the Nigeria Certificate in Education (NCE) compared to those trained in full-time NCE programmes. It finds that while NTI NCE teachers were significantly more committed to teaching, factors like attitude, motivation and morale did not significantly influence professional competence. Together these factors only accounted for 1.4% of the variance in teachers' professional competence.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The document discusses three teaching models - the supply model, demand model, and competence model - that can be used in entrepreneurship education.
The supply model views teaching as imparting information from teacher to passive student. It emphasizes theoretical knowledge and uses lectures to transmit content. Evaluation is summative.
The demand model sees teaching as facilitating student participation and exploration. It focuses on personalized, procedural knowledge and uses discussions/experiments. Evaluation is both formative and summative.
The competence model approaches teaching as a conversation to co-construct knowledge. It emphasizes competencies and solving real problems. Methods include seminars and projects. Evaluation assesses performance in authentic situations.
- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
A Critical View on Pedagogical Dimension of Architectural Education in IndiaIJERA Editor
The built environment is becoming more complex in terms of its quality and structure. In such circumstances
architectural education pedagogical strategies has to be modified to address social, political, economical and
environmental issues and challenges. Innovative interdisciplinary strategies in architecture education have to be
organized in a way which leads to better architecture and urban environments. Pure theoretical approaches are to
be related to practice which can be done with pedagogy comprising real-life examples in respect to new models
and collaboration between architecture education and non-academic partners. This paper discusses the status of
current architectural education in India.It examine the student‟s perception regarding teaching and learning in
schools of architecture from the state of Maharashtra It is aimed to highlight the need for paradigm shift in
pedagogy in schools imparting architectural education in India to enhance learning in architecture education.
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
This document outlines concepts and principles related to teaching and learning, including different learning theories and strategies for teaching adults. It discusses behaviorist, cognitive, and social learning theories. It also covers Knowles' theory of andragogy and its assumptions about adult learners being self-directed, drawing on life experiences, and needing immediate application of learning. Principles for creating an effective climate for adult learning are also presented.
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The Implementation of Project-Based Learning by Adrian Vega and Casey Graham ...William Kritsonis
Adrian Vega and Casey Graham Brown - Published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 1, 2012-2013 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Teachers now have many roles beyond just imparting knowledge. They act as facilitators who guide students in setting goals and organizing the learning process. Teachers also take on roles as mentors, friends, role models, and substitutes for parents. With changes in technology and curriculum, teachers now must develop skills in areas like information technology, developing personalized lesson plans, and adapting to changing educational expectations and systems. Teachers play an important role in developing students' character and preparing them to contribute positively to society.
The document discusses diversity in the classroom from legal and practical perspectives. Legally, education law governs public and private schools and universities. In Indonesia, education law has evolved over time from ancient times to the present. Practically, diversity occurs in many forms in classrooms and it is important for educators to recognize different learners and meet their needs. Classroom practices around diversity have developed through both theory and experience shared between teachers.
Performance Assessment fo students using specific Instructional ObjectivesDr. N. Asokan
This document discusses using a taxonomy framework to align instructional objectives, activities, and assessments. It assessed 56 mechanical engineering students on objectives related to engineering mechanics. Objectives were written using a standard format and placed in cells of the taxonomy table based on cognitive process and knowledge dimensions. Corresponding instructional activities and assessments were developed to match each objective. Analysis found the objectives, activities, and assessments were strongly aligned within the taxonomy framework, allowing systematic planning and evaluation of student learning.
This document discusses developing staff competencies at an engineering college in rural Tamil Nadu, India. It notes the need for staff development due to changes in the external environment like increased competition, and internal changes like management and financial issues. The college faces challenges in recruiting and developing teaching staff due to its rural location. Staff are expected to meet minimum requirements like teaching subjects, assessing students, and supporting student activities. However, ongoing training and development is needed to help staff and the college adapt to ongoing changes in higher education.
A brief MS PowerPoint presentation about socioeconomic ideology in language curriculum development. It was presented before the Language Curriculum class of Dr. Mila J. Arias at the College of Education, Arts, and Sciences of the National University, Manila.
Student/presenter:
Tristan L. Piosang
BSEd English
Faculty:
Dr. Mila J. Arias
References:
Bobbit, F. (1918). The curriculum. Boston: Houghton Mifflin.
Gutek, G. (2011). Historical and philosophical foundations of education. Boston, MA: Pearson Education.
Lutz, M. (2009). Handbook of economics and ethics. Edward Elgar Publishing.
Richards, J. (2001). Curriculum development in language teaching. NY, USA: Cambridge University Press.
Changing and Leading Staff Members of Higher Education in Rural DistrictDr. N. Asokan
1. The document discusses leading and changing the staff culture at Mount Zion College of Engineering and Technology in Pudukottai, Tamil Nadu, India.
2. It describes how both internal and external environmental factors required changes to the college's operations and staff culture. Staff members initially resisted changes and focused only on their individual roles.
3. The authors led change efforts by developing a vision, educating staff on why change was needed, and holding weekly meetings for dialogue and discussion. This helped staff better understand and accept the changes. The goal was to develop a culture of lifelong learning, teamwork, and adaptability to environmental changes.
Lived experiences of educators engaged in contintuing professional developmen...GlenCortezano1
1. The document discusses the lived experiences of educators engaged in continuing professional development (CPD) in the new normal brought about by the COVID-19 pandemic. It explores how educators have adapted their CPD amid challenges of remote learning and enforced social distancing.
2. Educators described developing adaptability, innovation, and balancing digital and life skills as they transitioned to remote teaching. They engaged in CPD to remain creative and resourceful in delivering quality education online. Connecting with other educators globally was seen as a blessing.
3. Themes that emerged included passion for lifelong learning, collaboration, and prioritizing educators' well-being. Policymakers are recommended to review and adapt CPD programs
Global ready teacher competency framework standards and indicatorsAungYaTun2
This document outlines a framework for global-ready teachers with standards and indicators in three domains: pedagogy, content, and technology. It describes how global-ready teachers demonstrate expertise through mastery of instructional strategies and global content integration. They also demonstrate leadership by collaborating with colleagues, advocating for global education, and integrating new technologies. The framework is intended to guide teacher professional growth and development of global competencies through rubrics, observations, and self-assessments.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
The Study of Student Motivation on English Learning in Junior Middle School -...Mastura Kamal
This document summarizes a study on student motivation for learning English in junior middle school in Gejiu, China. The study aimed to understand factors that influence student motivation and identify ways to improve English learning. A questionnaire was administered to 45 students to assess their interest, attitudes, goals, and perceptions of factors like parental encouragement. The results were analyzed to determine relationships between motivation and academic performance, and identify how to better stimulate student motivation for English learning. Key factors discussed include the importance of motivation, integrating communicative approaches, and helping students set clear and achievable goals.
Teacher Collaboration: The Need for Trust in the Classroom ContextDr. Amarjeet Singh
Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalised professional support to teachers through discussion about their practice (Lofthouse, Leat & Towler, 2010, p. 5). This paper fact resulted into a critical analysis of chapters two, four, and eight of the book "The Coaching Approach for Teaching and Learning" by Newell-McLymont (2015). For this reason, the paper reviewed Collaboration in the Classroom Context.Collaboration in the classroom context is a vital part of meeting the diverse needs of students in building an inclusive education system. Collaboration between teachers, parents, and specialists dealing with students with special needs in a context of school integration. Collaborative problem solving is a skill valued by the professional community, looking for people who can solve complex problems with their colleagues in the era of robotization of jobs. However, Collaboration remains a daunting challenge for students and professionals alike, where fairness, creativity, and people-to-people relationships can quickly become obstacles. Chapter four deals with the tools of cognitive coaching. These tools are the basis for the main ideas in this chapter. Some of these tools are "diagnostic" in nature Newell-McLymont (, 2015, p. 56-63). Finally, chapter eight of Newell-McLymont (2015) explores flexibility and the Nonjudgmental Nature of Cognitive Coaching. It has thus far been realized that the "cognitive coaching approach is a flexible approach for teaching and learning. It is "nonjudgmental" in nature. As a result, "trust can be established, and transformation can be experienced in the teaching and learning context" (p. 135). Where teacher-student relation is concerned, "whatever path a student may use to come up with a solution, the teacher can see it as valid or invalid and will be able to offer the necessary suggestions concerning its correctness" (p. 138). In the wake of the education reform, the school environment's renewal seems to be moving towards greater openness to working team consultation. Seen as a way to break isolation between teachers and other types of staff in complementary services, collaborative work can contribute to the overall development of students by ensuring better consistency in interventions.
The document examines the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme for the Nigeria Certificate in Education (NCE) compared to those trained in full-time NCE programmes. It finds that while NTI NCE teachers were significantly more committed to teaching, factors like attitude, motivation and morale did not significantly influence professional competence. Together these factors only accounted for 1.4% of the variance in teachers' professional competence.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The document discusses three teaching models - the supply model, demand model, and competence model - that can be used in entrepreneurship education.
The supply model views teaching as imparting information from teacher to passive student. It emphasizes theoretical knowledge and uses lectures to transmit content. Evaluation is summative.
The demand model sees teaching as facilitating student participation and exploration. It focuses on personalized, procedural knowledge and uses discussions/experiments. Evaluation is both formative and summative.
The competence model approaches teaching as a conversation to co-construct knowledge. It emphasizes competencies and solving real problems. Methods include seminars and projects. Evaluation assesses performance in authentic situations.
- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
A Critical View on Pedagogical Dimension of Architectural Education in IndiaIJERA Editor
The built environment is becoming more complex in terms of its quality and structure. In such circumstances
architectural education pedagogical strategies has to be modified to address social, political, economical and
environmental issues and challenges. Innovative interdisciplinary strategies in architecture education have to be
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be related to practice which can be done with pedagogy comprising real-life examples in respect to new models
and collaboration between architecture education and non-academic partners. This paper discusses the status of
current architectural education in India.It examine the student‟s perception regarding teaching and learning in
schools of architecture from the state of Maharashtra It is aimed to highlight the need for paradigm shift in
pedagogy in schools imparting architectural education in India to enhance learning in architecture education.
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
This document outlines concepts and principles related to teaching and learning, including different learning theories and strategies for teaching adults. It discusses behaviorist, cognitive, and social learning theories. It also covers Knowles' theory of andragogy and its assumptions about adult learners being self-directed, drawing on life experiences, and needing immediate application of learning. Principles for creating an effective climate for adult learning are also presented.
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The Implementation of Project-Based Learning by Adrian Vega and Casey Graham ...William Kritsonis
Adrian Vega and Casey Graham Brown - Published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 1, 2012-2013 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
The document summarizes the 1968 Supreme Court case Green v. County School Board of New Kent County. It discusses how New Kent County in Virginia maintained a segregated school system with one all-white school and one all-black school, despite the Brown v. Board of Education ruling. To comply with desegregation orders, the school board implemented a freedom of choice plan that allowed students to choose which school to attend but did not result in desegregation. The Supreme Court ruled the plan unconstitutional, stating school boards must take effective steps to transition to a nondiscriminatory system.
C E N S O R H S I P S T U D E N T P U B L I C A T I O N SWilliam Kritsonis
Dr. William Allan Kritsonis, School Law - Educational Law & Policy Studies, Censorship, Due Process, Hiring Discrimination, Termination, Controversial Topics, Diversity, Public School Law.
Curriculum Issues & Law - Dr. William Allan KritsonisWilliam Kritsonis
Dr. William Allan Kritsonis, School Law, Curriculum Legal Issues, Curriculum and Law, Extra Curricular Activites, Copyrights, Attendance, Discrimination, Due Process
School Law For Teachers - Dr. William Allan KritsonisWilliam Kritsonis
Dr. William Allan Kritsonis, School Law Power Point Presentation, Educational Laws & Policies, Due Process, Employment Law, Personnel Law, Equal Rights, Discrimination, Diversity, Teacher Rights, Termination of Employment
Dr. William Allan Kritsonis, Dissertation Chair - Proposal, Clarence JohnsonWilliam Kritsonis
The document presents a dissertation proposal that investigates the impact of high school mathematics curricula on the performance of African American students on the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level mathematics test. The proposal outlines the problem of low performance and participation of African American students in advanced mathematics courses. It presents four research questions and hypotheses that examine the relationship between course tracking, performance, and advancement. The proposal also reviews relevant literature and describes the proposed correlational research design using student data and a counselor survey.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines a proposed dissertation study on effective school practices that are important for the achievement of African American learners. The study aims to identify practices implemented by school leaders that can improve academic outcomes for African American students. It will survey African American college freshmen on how they rated their high schools in terms of effective practices. It also aims to determine if there is a relationship between students' ratings and their early college achievement. Qualitative interviews will further explore students' perspectives on various effective practices. The goal is to enhance implementation of practices that resonate with African American students and motivate academic success.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study compared elementary schools in Indiana based on the percentage of students passing the state achievement test versus a demographics adjusted performance measure. When looking only at pass rates, the top schools had high SES, white, high ability students. However, after controlling for student demographics, the highest performing schools were more diverse. The study found student income, race, and ability accounted for over half the variance in school pass rates. It suggests evaluations of school quality based only on pass rates can be biased and ignoring student factors does a disservice to schools serving disadvantaged students.
National FORUM Journals - Partial Listing of Affiliated Colleges, Universitie...William Kritsonis
National FORUM Journals was founded in 1983 by Dr. William Allan Kritsonis. Since then, over 4,200 professors and practitioners have published in this group of national refereed journals in educational administration, leadership, applied educational research, special education, international education, multicultural issues, college and university issues, teacher education, curriculum and instruction, business, managerial leadership, administrative leadership, and much more.
Dr. William Allan Kritsonis is Founder and Editor-in-Chief of NATIONAL FORUM JOURNALS. See: www.nationalforum.com
Dr. William Allan Kritsonis has had a long and distinguished career in education. He has held professorships at several universities and currently teaches at Prairie View A&M University, where he chairs doctoral dissertations. Dr. Kritsonis has authored over 500 articles and several books. He is also the founder of National Forum Journals, which has published over 4,000 authors. Prairie View A&M University, where Dr. Kritsonis currently teaches, has been highly ranked among historically black colleges and universities.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERY SCHOOLS by Sheri L. Miller-Williams, Dissertation Chair: William Allan Kritsonis, PhD
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
This study investigated the academic achievement of low-achieving kindergarten students enrolled in an extended day enrichment program compared to those not enrolled. The study found that while students in the enrichment program scored higher on vocabulary, listening, language, math, and word analysis tests on average, the difference was not statistically significant. However, the researchers concluded that the additional instructional time provided by the enrichment program appeared to be helpful for students, as it may have contributed to their slightly higher scores. The purpose of extended day programs is to provide extra support to low-achieving students to help increase their academic performance.
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. KritsonisWilliam Kritsonis
This document provides information about an online Public School Law course taught by Dr. William Allan Kritsonis at Prairie View A&M University. The course examines legal principles that apply to public education. Key aspects of the course include its goals to provide legal knowledge for administrative responsibilities and success on the TExES exam, as well as its objectives related to preparing administrators in areas of leadership, ethics, and legal and political issues. The document outlines the course requirements, resources, and conceptual framework, with a focus on applying education law and leadership standards.
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...William Kritsonis
This document provides guidelines for school administrators on student discipline, expulsion, and suspension. It discusses the need for rules to have a clear rational purpose and meaning. Due process is required before significant discipline can be given, such as suspension or expulsion. Landmark court cases like Goss v. Lopez established that students have rights of due process. Administrators must follow their district's student code of conduct and are limited in the number and reasons for suspensions and expulsions. Corporal punishment is generally not recommended due to legal risks. Overall, the document outlines the legal restrictions and processes that administrators must follow for disciplining students.
This document defines curriculum and discusses its various types, including overt, societal, hidden, and null curriculums. It outlines the steps in curriculum development as identifying needs, setting goals and objectives, organizing committees, implementation, and evaluation. The impacts of curriculum on students and advantages like achieving goals and disadvantages like resistance to change are noted. Curriculum development in nursing aims to shape practice and includes all planned learning experiences.
This seminar discusses Obanya's functional curriculum theory, which argues that Africa's curriculum needs to have three goals to help the continent contribute more to the global economy: 1) Developing African pride and understanding African culture, 2) Access to global knowledge and practices, and 3) Personal development skills. The document then defines curriculum and outlines its key components: the program of studies, activities, and guidance. It discusses curriculum implementation, evaluation, and the need for the curriculum to meet societal needs and allow for flexibility over time. The overall seminar focuses on Obanya's curriculum theory and framework, defining curriculum, and outlining implementation, evaluation, and responsiveness to society.
1) The researcher believes that evaluation and instruction should be key components of visual arts curriculum to help shape effective art education.
2) Evaluation provides useful feedback to improve teaching and learning over time, while instruction must be compatible with curriculum to maximize student learning.
3) The researcher concludes that evaluation and instruction are interrelated and essential for curriculum development, and both help improve art education programs globally.
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Transitional Curriculum in Aesthetic Teaching A test for Self-EfficacyReynaldo Inocian
This summary provides the key details from the document in 3 sentences:
This document discusses a study that validates a teacher's self-efficacy over more than two decades of teaching experience based on Albert Bandura's self-efficacy theory. The study analyzed the revision of three books on aesthetic teaching pedagogy by determining important factors for curriculum revision, analyzing content that needed changes, and gathering success stories from graduates who used the books. The goal was to establish the teacher's self-efficacy through curriculum innovation and excellence in instruction that lead to successful student learning outcomes.
Exploring A Holistic Multicultural Approach to Problem Solving in Education P...Innocence Smith
This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.
The document discusses the roles of media and technology in learning. It explains that media and technology have influenced education throughout history and are affecting the roles of teachers and students. The teacher must consider how media and technology impact learning outcomes. Various learning theories and perspectives are described, including behaviorism, cognitivism, constructivism, and social perspectives. Different instructional methods and the roles media can play in learning are also outlined. The conclusion emphasizes that the teacher must evaluate how media and technology may impact student learning.
An effective Mathematics teacher is a Reflective PractitionerchristopherOwuAnnan1
An effective mathematics teacher is a reflective practitioner who engages in continuous self-evaluation and analysis of their teaching practices in order to improve. Reflective practice involves deliberately reflecting on one's experiences to gain new understandings and inform future lessons. There are various reflective strategies teachers can use, such as keeping a teaching journal, collaborating with peers, and using student assessments to critically examine their practices. Being a reflective practitioner helps teachers develop deeper understanding, identify their strengths and areas for growth, and enhance their teaching skills.
Examining the effectiveness of some creative teaching techniques used at the ...Alexander Decker
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
The document discusses the importance of instructional planning for teachers. It notes that instructional planning helps teachers identify essential principles and skills to focus on, recognize individual student needs and differences, and use ongoing assessment to adjust instruction as needed. Differentiated instruction through content, process, product, or environment allows teachers to tailor instruction to meet student needs.
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
This document discusses various concepts and models of curriculum implementation. It defines curriculum implementation as the process of putting the planned or officially designed course of study into practice through teachers translating it into syllabuses, schemes of work and lessons for students. Several models of curriculum implementation are described, including the ORC model which focuses on overcoming resistance to change, the LOC model which treats staff resistance as problematic, and the linkage model which emphasizes establishing links between research centers and curriculum users. Key issues that can affect implementation are also discussed, such as poor teacher involvement in curriculum planning and reform.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
This document provides an overview of key concepts and issues related to curriculum studies. It defines curriculum and differentiates between types of curriculum such as planned/intended, enacted, and hidden curriculum. It also discusses forces that influence curriculum construction such as political, economic, and social forces. The document then examines concerns from different stakeholders in the Malaysian context and provides examples of special interest groups that influence curriculum decisions.
Teachers' expectations for student performance can influence how much students learn. Research shows that when teachers expect students to do well, the students tend to do well, and when teachers expect students to fail, students tend to fail. To establish a student-centered learning culture where all students can learn at high levels, teachers must adjust their expectations and instructional practices. The document outlines seven principles that inform teachers' expectations in a student-centered learning culture: 1) accept human differences as normal and desirable, 2) develop a growth mindset, 3) understand students' cultures and perspectives, 4) create a base of rigorous learning opportunities, 5) understand students enter curriculum at different points, 6) create flexible routines, 7) be
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Dr. W.A. Kritsonis - International Refereed Publication(s)
1. INTERNATIONAL JOURNAL OF SCHOLARLY ACADEMIC INTELLECTUAL DIVERSITY
VOLUME 10, NUMBER 1, 2008
1
Conceptualization and Perceptions of Teaching as an
Artistic Form: National and International
Implications for Evaluation and Assessment
Dr. Monday T. Joshua
Faculty of Education
University of Calabar, Calabar – Nigeria
Akon M. Joshua (Mrs.)
Faculty of Education
Cross River University of Technology,
Akamkpa Campus, C.R.S., Nigeria
Florence Banku Obi
Institute of Education
University of Calabar, Calabar - Nigeria
Imo E. Umoinyang
Institute of Education
University of Calabar, Calabar – Nigeria
Eno P. Ntukidem (Mrs)
Institute of Education
University of Calabar, Calabar – Nigeria
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
Tyrone Tanner, EdD
Associate Professor
PhD Program in Educational Leadership
Prairie View A&M University
Donald F. DeMoulin
Argosy University - Atlanta
_____________________________________________________________________
ABSTRACT
Various definitions of teaching and the different conceptions of teaching (as a
labour, a craft, and an art, the production of a product, a client service, an
enterprise and as a profession) have been highlighted in this paper. The
conceptualization of teaching as an art, and therefore, the teacher as an artist,
has been analyzed in this paper, leading to the position that teaching techniques
and their application are not standardized for all situation and cases; but the
teacher’s personal goal skill and perceptions interplay to produce effective
teaching. The implications of evaluating teaching as an art have been discussed;
and self-evaluation has been projected as the major tool of artists (teachers) to
2. INTERNATIONAL JOURNAL OF SCHOLARLY ACADEMIC INTELLECTUAL DIVERSITY
2__________________________________________________________________________________
achieve improvement in their trade. It is concluded that with self-evaluation as
a tool, teachers can groom themselves professionally and maximize learning in
their students. It is recommended that within the context of organizational goals,
every teacher should set his/her own personal goals/ objectives for specified
periods of time and periodically evaluate himself/herself based on those
goals/objectives.
_____________________________________________________________________
Introduction
Teaching is a very important concept not only in the classroom, but also in the
entire educational system and beyond. Teaching is an activity or a process that goes
on everyday, every time and everywhere. People do teach one thing or the other to
other people most of time of their conscious living. Parents/guardians, for example,
do teach their children/wards, spouses teach each other, friends teach themselves,
church/religious leaders do teach their members/followers, village heads teach their
subjects, and many other examples. Thus, teaching is very central to everyday living,
and it plays a significant role in the education or bringing-up or socialization of the
young and old in the society.
In school, teaching is one of the two main activities that go on in the
classroom. The other is learning. The teachers are employed and positioned to
“teach”, while the students/pupils are admitted and positioned to “learn”. The
underlying assumption is that teachers are to bring about learning in his/her pupils; or
simply put, ‘teaching results in learning’. The effectiveness of teaching, based on this
assumption, is judged by the quantity and/or quality of expected learning that has
taken place in the learners. However, it is generally accepted that very many factors
(variables) interplay in the classroom or in any teaching-learning situation within and
around the learner, which are completely outside the teacher’s control or
manipulation. And so, to base the success or effectiveness of a teaching activity on the
quantity or quality of learning it produces may be anything but fairness to the teacher.
So, teaching still begs for another or more acceptable definition.
There are many definitions in the literature, each depending on the
philosophical or theoretical orientation of the author. The traditional view of teaching
as a process of making impression on passive pupils, filling their empty minds and
brains with what they should know, has gradually given way to relatively never view
of teaching. This view still recognizes two parties in the teaching activity, namely the
teacher and the learner, but also specifies that each of these two has distinct roles to
play. In this direction, Bidwell (1973) defines teaching as a series of interactions
between someone in the role of a teacher and someone in the role of a learner, with
the explicit goal of changing one or more of the learner’s cognitive states (what he
knows or believes; or his skill in performing cognitive tasks or effective states, his
attitudes, values or motives). This definition implies that teaching is more of an
interaction between people performing specific roles – the teacher and the learner(s).
According to Onwuka (1990), a more modern view of teaching is that it is an
attempt to help someone to acquire or change an attitude, knowledge, idea, skill or
appreciation. It is the provision for experiences and guidance of activities designed to
3. MONDAY T. JOSHUA, AKON M. JOSHUA, FlLORENCE BANKU OBI, IMO E. UMOINYANG,
ENO P. NTUKIDEM, WILLIAM ALLAN KRITSONIS, TYRONE TANNER,
DONALD F. DEMOULIN
____________________________________________________________________3
promote learning on the part of those engaging in the activities. It is a complex
process of co-operation and intercommunication between teacher and learners, not a
one-way traffic in information from teacher to learner. All these expressions on, or
definitions of teaching generally imply that teaching in the classroom is more or less
an interaction between two key role-players, the teacher and the learner(s). The
learner can be seen and analyzed as the individual that is to benefit from the teaching
activity/exercise; or as a group of knowledge seekers seated in class with one major
aim in mind, which is to learn. Essentially, teaching consists of setting the stage so
that someone can learn. The teacher and the learners are both involved in setting the
stage for learning to occur. This implies that the teacher too continues to learn. Thus,
teaching involves creating or providing opportunities and experiences that will enable
the major role players to acquire the knowledge, skill, attitude and appreciation that
will serve as tools leading to change of behaviour (which is learning).
Conceptualization of Teaching as an Art
Teaching has been conceptualized in different ways. Each conceptualization
has implications for teaching, learning and evaluation of teaching. From the
integrative reviews of literature by Darling-Hammond, Wise and Pease (1983), Stark
and Lowther (1984) and Joshua (2001), six major conceptualization of teaching work
have been identified. These conceptualizations are:
i) Teaching as a Labour and teacher as a Labourer whose role is to implement
instructional program exactly as it has been prescribed by superiors
(administrators)
ii) Teaching as a Craft and teacher as a Craftsman or Technician whose role is to
manipulate the materials and tools around him/her to produce results
(learning) with little input from learners.
iii) Teaching as an Art, and teacher as an Artist whose role is to keep on trying to
develop more flexible, creative and adaptive ways of making people learn.
iv) Teaching as the production of a product, and teacher as a Producer (and
learners are the finished products) whose role is to ensure that the
finished/expected products are in the right quantities, qualities and at right
time with minimum excuses.
v) Teaching as a client-service and teacher as a specialized Service Provider
whose role is to satisfy his/her ‘client’s (who are learners and parents/society)
in providing services that are safe, beneficial and acceptable while being paid
for these services in a rather contractual manner.
vi) Teaching as a profession, and teacher as a Professional who has been prepared
to solve peculiar problems as they come, and whose role is to exercise sound
professional judgement as to when, where and on whom to apply one
technique/strategy or the other to solve problems and maximize learning in the
teaching-learning situation.
4. INTERNATIONAL JOURNAL OF SCHOLARLY ACADEMIC INTELLECTUAL DIVERSITY
4__________________________________________________________________________________
In addition, to these six, Akinpelu (1981) adds that teaching can also be
conceptualized as an enterprise. Of particular interest in this paper is the
conceptualization of teaching as an art, and the teacher as an artist. An art is the
making of painting, drawing, and sculpture which are beautiful or which express the
creative ideas of the producer (in this case, the artist). Art also refers to the creation or
performance of drama, music, poetry or painting. Thus, in arts, the key concept is
creativeness of the principal actor (the artist), with the skills that are required for such
creativeness. The artist is always himself/herself. He/she is constantly imagining and
devising creative ways of producing a product that first of all meets his/her own
desire/expectation, and then that is beautiful and attractive to another person, certainly
the interested party. He/she is constantly working on his/her arts, and is constantly
seeking improvement to meet his/her changing values, impressions and orientations,
and the changing times and environment.
Because, the artist is out to first of all impress himself/herself (that is, he
works to realize his/her own dreams/imaginations/goals), he/she is the first critic of
his/her work of art. Whenever he/she completes a work/product, he/she will first
scrutinize it (or evaluate it) to see how it has conformed to what he/she had desired to
achieve. While others may be applauding him/her for a work well done, he/she may
be reminiscing about his/her dream/imagination/goal that might not have fully
actualized. In addition to being a major critic of his/her work, the artist readily
welcomes the critique of fellow artists and other significant others, receives them as
input and utilizes them to further improve his/her work of arts.
In conceptualizing teaching as an “art”, the implication/assumption is that
teaching techniques and their application are not standardized for all situations and
cases, but may be novel, unconventional or unpredictable. This is not to say that
technique or standards of practice are ignored; but that their forms and uses are
personalized and situation oriented. Under this context of teaching as an art, teaching
is seen as a more personalized and creative activity, and the teacher is seen as an
“artist” who keeps on trying to develop multiple perspectives about teaching and
learning to become more flexible, creative and adaptive. A teaching art would involve
choice of presentation and evaluation procedures and implementation of these
procedures would depend not only on policymakers’ (educational
administrators’/practitioners’/researchers’) implicit theories on the “right ways of
doing them”, but also on the realities of the organizational context (Darling-
Hammond, Wise & Pease, 1983; Gage, 1978; Joshua, & Joshua (2001).
Implications for Evaluation of Teaching – The Case for Self-Evaluation
Evaluation as a concept or term has been variously defined. Generally,
evaluation is a process or activity directed at ascertaining whether or not some set
goals/objectives have been realized. It is a continuous and constant activity that most
human beings engage in whether knowingly or unknowingly, and whether
systematically or haphazardly. Bloom and others, quoted in Ndubisi (1990), view
evaluation as the systematic collection of evidence to determine whether in fact
certain changes are taking place in the learners, as well as to determine the amount or
degree of change in individual students. Gronlund (1985) gives his own definition of
5. MONDAY T. JOSHUA, AKON M. JOSHUA, FlLORENCE BANKU OBI, IMO E. UMOINYANG,
ENO P. NTUKIDEM, WILLIAM ALLAN KRITSONIS, TYRONE TANNER,
DONALD F. DEMOULIN
____________________________________________________________________5
evaluation from an instructional standpoint (which is the major focus in this paper) as
a systematic process of determining the extent to which instructional objectives are
achieved by pupils. These definitions and many others not cited here point to the fact
that evaluation in education should be seen as a continuous process that usually looks
for diagnosis of strengths and weaknesses in any educational activity or product.
There arises the need to view evaluation in a broad sense. Such broad-sense approach
to evaluation was illustrated by Bloom and others, and Ndubisi (1990) presents the
illustration as follows. The broad-sense approach views:
i) Evaluation as a method of acquiring and processing the evidence needed to
improve the students’ learning and teaching;
ii) Evaluation as including a great variety of evidence beyond the usual final
paper-and-pencil examination;
iii) Evaluation as an aid to clarifying the significant goals and objectives of
education, and as a process for determining the extent to which students are
developing in these desired ways;
iv) Evaluation as a system of quality control in which it may be determined at
each step in the teaching-learning process, whether the process is effective or
not, what changes must be made to ensure its effectiveness before it is too late;
v) Evaluation as a tool in educational practice for ascertaining whether
alternative procedures are equally effective or not in achieving a set of
educational ends.
All these views on evaluation point to the fact that evaluation of teaching
involves gathering data to ascertain whether the instructional objectives for the
particular teaching exercise have been achieved or not. And since it was earlier stated
that the teaching exercise (in schools) involves two persons, teacher and learners(s),
each playing his/her role, and since instructional objectives are usually expected to be
stated as behaviours of the learners, evaluation of teaching implies the judgement as
to whether the teachers’ expected outcomes in the learners have been realized or not.
In the conceptualization of teaching as an art; the teacher was identified as an
artist, and it was noted that artists are their own best critics. The evaluation approach
that is most suited for, and that is usually identified with, teaching as an art (and
teacher as an artist) is teachers’ self-assessment or self-evaluation. Other possible or
available approaches of teacher evaluation are principal/administrator evaluation of
the teacher, peer evaluation of the teacher, student evaluation of the teacher, use of
student test scores as basis for teacher evaluation, classroom observation and teacher
interviews (Darling-Hammond, Wise & Pease, (1983; Joshua, 1998, 1999). The tools
and processes used to assess teachers (whether their competence, job performance or
effectiveness) are based on assumptions about how these qualities are linked to one
another, how they may be measured, and how the measurements may be used to make
decisions. How a teacher (being an artist) may use self-evaluation to improve his
professional role is further examined.
6. INTERNATIONAL JOURNAL OF SCHOLARLY ACADEMIC INTELLECTUAL DIVERSITY
6__________________________________________________________________________________
Self-Evaluation
This is an evaluation approach in which the teacher makes a critical personal
(or self) assessment of his/her strengths and weaknesses against both personal
standard/expectations, and organizational (school) standards/requirements. According
to Darling-Hammond, Wise and Pease (1983), self-evaluation has recently joined
other sources (approaches) of assessment as a technique in teacher evaluation. It is
less formal than other approaches, and is obviously not suitable for accountability or
summative decisions. It may not be regarded as a formal/proper evaluation
approach/process in itself, but as an important source of information and motivation
in a broader evaluation programme. The combination of self-evaluation and
individual goal-setting may promote self-reflection and motivation toward change and
growth. A teacher may/can use information, quantitative or qualitative or both,
derived from any evaluation techniques (e.g. HOD’s rating, student or peer rating,
analysis of students’ achievement scores, etc) to make judgments about this or her
own teaching, as to whether he/she is succeeding or not. Redfern (1980) and Lewis
(1982) consider self-evaluation as an essential component of what they call
cooperative evaluation models.
Self-evaluation of the teacher implies that the teacher is his/her own critic, and
makes an in-house assessment and clean-up, if necessary. Before other significant
others call his/her attention to certain flaws, the teacher on self-evaluation has already
discovered/identified some of them, if not all. Self-evaluation requires close
monitoring of one’s actions and inactions to identify the effects they are producing on
the teacher’s clientele, and how desirable or otherwise these effects are. In self-
evaluation, the teacher seeks to verify whether his/her goals and objectives for the
teaching exercise in a given period of time have been realistic and/or realized. The
teacher seeks to convince or reassure him/herself whether he/she is making positive
and expected impact in the learners to enable them progress in the expected direction
In self-evaluation, the teacher is holding him/herself accountable for some
salient aspects, if not all the outcomes of teaching-learning process. In spite of the
organizational (school) or outside goals and the prevailing teaching-learning
environment, the teacher who believes in self-evaluation is very willing, not
necessarily under pressure or fear of sanction, to accept some blames for some of the
things that may go wrong during the teaching-learning process. He/she sees
him/herself as having an interaction with a group of learners for whose
purposes/needs he/she was employed in the first instance. If the interaction does not
produce tangible and worthwhile results, he/she first of all is interested in and actually
finds out the outcome of the interaction, and, as an artist, quickly identifies what
he/she did not do well, and goes back to rework such aspect(s) of his/her professional
skills. A believer in and doer of self-evaluation does not pass the buck, the complete
back, when certain things do not go well in the teaching-learning situation, unless
he/she is thoroughly convinced that he/she has no part in the entire buck. Rather,
he/she investigates and collects information to discover what he/she did not do well,
and what improvement(s) he/she could make. Such believer is constantly gathering
information to enable him/her improve his/her professional career on a steady basis.
A teacher’s use of self-evaluation approach does not mean that he/she
excludes or undermines other approaches of teacher evaluation like the ratings of the
HOD/Administrator, students, peers and other significant others. As an artist, the
7. MONDAY T. JOSHUA, AKON M. JOSHUA, FlLORENCE BANKU OBI, IMO E. UMOINYANG,
ENO P. NTUKIDEM, WILLIAM ALLAN KRITSONIS, TYRONE TANNER,
DONALD F. DEMOULIN
____________________________________________________________________7
teacher still believes in, and uses, feedback from others in the instructional arena as
inputs in the onerous task of giving the best to his/her clients, and seeking to be the
best that he/she can possibly be. In making the critical self-assessment and the
subsequent judgement on self, the teacher relies on information from his/her students,
colleagues, head of department/supervisor, analysis of student scores and other
“mirrors” in the instructional arena. Thus, self-evaluation, as an approach of teacher
evaluation, works best when it is used in combination with other approaches to serve
the purpose of formative evaluation, which includes fostering the professional growth
of the teacher.
Most teacher evaluation processes are aimed at changing the ‘bad’ practice of
teachers, and reinforcing the ‘good’ practices. It is necessary therefore, to come to
grips with the subjectively reasonable beliefs of teachers, and to give full weight to
teachers’ beliefs and intentions in assessing what they do and in guiding them in the
formation of alternative beliefs about useful courses of action. It should be accepted
that teachers are rational professionals who make judgements and carry out decisions
in uncertain and complex environments and that teachers’ behaviours are guided by
their thoughts, judgments and decisions. Thus, teachers need to be themselves, set
their own goals, and like artists, be the first to assess and critique their own products,
take some responsibilities for the success or failure of their own actions/inactions, and
chart new/remedial courses of action aimed at realizing the initial goals/objectives of
instruction (Darling-Hammond, Pease & Wise; 1983; Shavelson & Stern, 1981).
Summary, Conclusions, and Recommendations
The various definitions of teaching have been highlighted in this paper.
Generally, teaching has been viewed as an interaction between two parties who have
specific roles to play in the interaction process. Different conceptions of teaching
have also been presented and teaching has been conceptualized as a labour, a craft, an
art, the production of a product, a client-service, a profession, and as an enterprise.
The conceptualization of teaching as an art, and therefore, the teacher as an artist has
been elaborated on and analyzed in this paper. The implication of evaluating teaching
as an art has been discussed; and self-evaluation which is the major tool of artists to
achieve improvement in the trade has been presented and discussed. The merits and
concerns of self-evaluation have also been highlighted.
It is concluded that teachers can actually walk themselves in the path of not
only their enhancing professional growth, but also maximizing learning in
pupils/students that are placed in their charge if they employ the tool of self-
evaluation. This tool will enable them gather as much information as possible to
personally assess themselves on the job, identify any flaws, take some responsibilities,
and draw-up and follow certain corrective plans to realize predetermined personal and
organizational goals, all without external pressure or fear of sanction. Based on this
conclusion, it is hereby recommended that:
i) Teachers be encouraged to set their own personal goals for specified period
of time – weekly, monthly, termly and sessional
8. INTERNATIONAL JOURNAL OF SCHOLARLY ACADEMIC INTELLECTUAL DIVERSITY
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ii) Teachers be encouraged to verify on their own the realization of their personal
goal
iii) Teachers are required to write self-reports and submit these to their immediate
bosses.
iv) Ministries of Education and other supervising bodies should commission
studies aimed at producing teacher evaluation instruments (including one for
self-evaluation), and let these instruments be placed at the disposal of teachers.
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Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript
Preparation Editor, NATIONAL FORUM JOURNALS, Houston, TX
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