Education Commons^™

Influence Of Teachers’ Metacognitive Skills On Development Of Early-Childhood Students, Sunthorn Thienngam, Aree Promlek, Koranit Thongsaard

Australian Journal of Teacher Education

The objectives were to study and develop metacognitive skills of 1,616 early childhood in-service teachers in Child Development Center, Thailand. The quasi-experimental design were implied. Research Tools were Metacognitive Self-Assessment Questionnaire and scoring rubrics for early childhood students’ assessment. Data were analyzed through fundamental statistics and inferential statistics. The research results were as follows:

The teachers who joined with the program had got higher metacognitive skills score for both knowledge of cognition and knowledge of regulation than the other one. The teachers who had different supportive factors, different attitude towards pedagogy and different self-efficacy, would have got statistically significant difference …

Professional Development Of Elementary And Science Teachers In A Summer Science Camp: Changing Nature Of Science Conceptions, Ayhan Karaman

Australian Journal of Teacher Education

Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science teachers. The main objective of this research study was to investigate the progress in specific NOS concepts made by the participant teachers. The responses of the teachers regarding the NOS concepts were obtained through VNOS-C questionnaire and scored using a rubric developed by McDonald (2008). The scored teacher responses were analyzed …

Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt

Australian Journal of Teacher Education

Abstract: There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study …

Evaluation Of An In-Service Training Program For Primary-School Language Teachers In Turkey, Hacer H. Uysal

Australian Journal of Teacher Education

Despite the critical importance of in-service education programs (INSETs) for teachers’ on-going professional development, educators often report problems concerning many INSETs. However, due to lack of systematic evaluation studies of INSETs in especially language education field, specific problems in these courses cannot be diagnosed, and they are left unresolved. The present study, therefore, evaluates a one-week INSET offered by the Turkish Ministry of Education to explore its sustained impact on language teachers’ attitudes, knowledge-base, and classroom practices. The program is first evaluated against the criteria for effective INSETs suggested by previous literature. Then, data are gathered through course materials analysis, …