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THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly
Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The
Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This
Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning
Performance In The University Context. The Study Was Important Since It Highlighted How Different
Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The
Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended
Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study
Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires.
Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive
Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical
Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing.
The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management
Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And
Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That
Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their
Classroom Outcomes.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
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Pre service math teachers' professional identity development through online anticipatory reflections
1. *Middle East Technical University
**University of Gothenburg
AFFILIATIONS
PRE-SERVICE MATH
TEACHERS'
PROFESSIONAL IDENTITY
DEVELOPMENT THROUGH
ONLINE ANTICIPATORY
REFLECTIONS
Amine Merve ERCAN*, Nur AKKUŞ ÇAKIR*,
Ali YILDIRIM**
AUTHORS
The purpose of this study is to investigate the development of pre-service teachers´ professional identity
through online anticipatory reflections. Reflection is a cognitive process of (re)constructing expertise,
awareness or knowledge (Korthagen, 2001), and perceived as a pivotal notion in teacher training and
development (Wopereis, Sloep, & Poortman, 2010). Research studies suggest that reflective writing have a
magnitude effect on teacher identity development process (Izadinia, 2013), which in turn affect many
decisions teachers make in relation to curriculum, classroom management, lesson plans and materials
(Noormohammadi, 2014). Additionally, reflection is essential for improving teaching methods and
improvement in teaching methods influences identities (Graham & Phelps, 2003). Reflection not only
promotes individual (aspirant) learning process and professional development but also prepares the ground
for educational change and reform (Griffiths, 2000).
“Self-reflection” has a crucial place in teacher education programs and the professional development of
teachers (Noormohammadi, 2014). Lester (1998) argued that reflective teachers easily link theory to
practice, and reflection is a substantial factor, which has a role on the success of inexperienced teachers
since it affects teacher persistence, retention and resilience. Also, reflective writing develops a teacher’s
sense of self-efficacy, job satisfaction and ability to create stronger communication with colleagues (Braun &
Crumpler, 2004). Additionally, teacher candidates can form their identities by self-reflection because
internalizing the profession and creating a link between theory and practice is tied to telling and retelling the
stories if the teacher is inexperienced (Binks et al., 2009).
Anticipatory self-reflection is a future-oriented self-reflection which allows reflective writers to criticize
themselves in the context of the possible occurrences they may face in the future (Van Mannen, 1995). In the
literature, there exist studies emphasizing the importance and positive effects of anticipatory reflective
practices in the teacher education process (e.g. Wilson, 2008). In addition, there are studies of math teacher
identity development focusing on aspects of beliefs, knowledge, and emotions in the area of mathematics
(e.g., Skog & Andersson, 2015), and expertise in a specific subcategory such as subject matter expertise,
didactical expertise, pedagogical expertise necessary to be a good teacher (Dede & Akkoc, 2016). However,
intervention studies focusing on the effect of reflections on teacher identity development at pre-service level
are few. In addition, the impact of online reflections on professional identity development is studied even to a
lesser degree
INTRODUCTION
FRAMEWORK
In this study, Bejiaard, Verloop and Vermunt (2000)’s teacher
identity model which define teacher identity under three major
areas (subject matter expertise (SME), didactical expertise
(DE), pedagogical expertise (PE)) was utilized as a framework
to define math teacher identity. SME refers to a mathematics
teacher' capability of explaining the reasoning behind math
topics and understanding of misconceptions; DE refers to a
mathematics teacher' organization ability of topic in line with
students' capability of mathematics; and PE refers to the
ability of teaching, communication and classroom
management skills (Beijaard et al., 2004).
The pre and posttest results were analyzed through paired
sample t-test in response to the 1st RQ while the qualitative
data were analyzed through thematic analysis (Braun &
Clarke, 2006) in response to 2nd RQ. The identity
development framework of Bejiaard et al. (2000) was used to
to analyze the quantitative data, and part of the interview
data. Except for the 1st question, all interview data were
subjected to inductive thematic analysis. The results of both
strands of the method were integrated in the presentation of
results and discussion.
ANALYSIS
The quantitative analysis of the differences between the pre and post-intervention results responding to the first research question, through the paired-sample t-tests
for each sub-dimensions indicated that there existed a significant difference between the pre and the post-intervention scores of self-categorization (MD=-0.22, SD=.62,
t(30)=-1.96, p.05) and confidence/self-efficacy dimensions (MD=-0.26, SD=.81, t(30)=-1.77, p.05) while there existed no significant difference in the natural inclination
towards children and teaching dimension (MD=-0.12, SD=.54, t(30)=-1.22, p>.05). The results of the paired-samples t-test conducted on teacher identity as a single
dimension also indicated a significant difference between the pre and post-intervention scores (MD=-3.36, SD=7.55), t(30)=-2.47, p.05).
The thematic analysis of the interview data indicated that pedagogical expertise, didactical expertise, and subject matter expertise were priorities for all pre-service
teachers as critical competencies. The pre-service teachers found pedagogical expertise and didactical expertise most important for a strong teacher identity.
Affordances of the intervention and the feedback were also explored through the interviews conducted at the end of the intervention. The affordances included (1)
inclining to think on education-related issues such as educational philosophy, being a teacher and teaching, (2) making aware not only of their existed beliefs, thoughts,
and knowledge also of the cultural diversity, (3) changing existed perception about educational issues, and (4) facilitating a sense of engagement to the profession by
inquiring who they are as potential teachers, what their main values and their feelings are.
In short, pre-service teachers found the intervention meaningful and instructive. The workload created a problem for some participants, therefore they suggested
preparing intervention with a more flexible timeline to give time to think on the weekly topics more deeply. The value of more peer interaction was also highlighted.
CONCLUSION
RESEARCH QUESTIONS
(1) What impact do weekly online anticipatory reflections
have on pre-service teachers’ professional identity
development?
(2) How do pre-service teachers perceive their
experiences on online anticipatory reflections in relation
to their professional identity development?
METHODOLOGY
Following an equally weighted concurrent mixed-method design, a single group quasi-experimental pre-test
post-test design was used for the quantitative strand while semi-structured interviews were used for the
qualitative strand. For the intervention, a ten-week module involving anticipatory reflections was designed
and integrated into a must course of the pre-service elementary math education program of a state university
in Turkey. The participants received prompts as weekly assignments affecting 10% of the grade. Before the
intervention, the participants were given tutoring about blogging, WordPress and Edmodo for 5 hours, owned
their blog pages and posted first blogs. Throughout the following ten weeks, they received weekly prompts
organized following the teacher identity framework of Bejiaard et al. (2000). The topics of the seventh and
eighth weeks were about pedagogical expertise, the fourth and sixth weeks were didactical expertise, the
third and fifth weeks were subject matter expertise and the first, ninth and tenth weeks were on teacher
professional development. All prompts were composed of the reflective questioning method generated by
Rolfe, Freshwater and Jasper (2001).
The participants of the study included the students who were registered for the must course offered only to
3rd-year students in the program. A total of 31 students (13% male, 87% female) took part in the
intervention study, and seven participated in semi-structured interviews.
The data collection involved a scale (ETIM) given to the students at the beginning and end of the
intervention. ETIM is a three-dimensional five-point Likert scale generated by Friesen and Besley (2013) to
measure the participants’ understandings of the early development of their teacher identity. In addition, a
semi-structured interview schedule was used involving questions on the pre-service teachers’ perceptions
about the intervention process and their professional identities in terms of SME, DE and PE. All participants
responded to both pre and post-intervention surveys, and seven pre-service teachers (5 female, 2 male)
participated in interviews.
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Teacher Education, 20(1),59- 75.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2),77-101Bengtsson, J. (2003).
Possibilities and limits of self-reflection in the teaching profession. Studies in Philosophy and Education, 22(3-4),295-316.
DEDE, H. G., & Akkoç, H. (2016). A comparison of professional identity of pre-service mathematics teachers in pedagogical formation program and
undergraduate teacher education program. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(1),188-206.
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Izadinia, M. (2013). A review of research on student teachers' professional identity. British Educational Research Journal, 39(4),694-713.
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Lester, F. K., & Lambdin, D. V. (1998). The ship of Theseus and other metaphors for thinking about what we value in mathematics education
research. Mathematics education as a research domain: A search for identity, (pp. 415-425). Dordrecht:Springer.
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REFERENCES