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Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore
Empowering Teachers To Become Change Agents Through The Science Education In-Service Teacher Training Project In Zimbabwe, Yovita N. Gwekwerere Dr., Emmanuel Mushayikwa, Viola Manokore
Comparative and International Education / Éducation Comparée et Internationale
This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT …
‘Follow’ Me: Networked Professional Learning For Teachers, Kathryn Holmes, Greg Preston, Kylie Shaw, Rachel Buchanan
‘Follow’ Me: Networked Professional Learning For Teachers, Kathryn Holmes, Greg Preston, Kylie Shaw, Rachel Buchanan
Australian Journal of Teacher Education
Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium . We find that Twitter primarily acts as a valuable conduit for accessing new and relevant educational resources on the internet and also as a viable means of social support for like minded educators. The cost effective nature of the microblogging platform ensures that it can act as a medium …
Enhancing Teachers’ Knowledge Of Core Academic Standards Through A Digital Content Development Workshop, Yuejin Xu, George Patmor, Jamie Mills
Enhancing Teachers’ Knowledge Of Core Academic Standards Through A Digital Content Development Workshop, Yuejin Xu, George Patmor, Jamie Mills
Kentucky Journal of Excellence in College Teaching and Learning
There is an immediate need to help classroom teachers understand the common core standards so they can more effectively teach the content to students of the digital generation. This study summarized the activities in a digital content development workshop for empowering teachers to develop standards-based digital content for K-8 students in need of accelerated learning. Using a pretest-posttest design, the study also examined the impact of the digital content development workshop on participating teachers’ knowledge of core academic standards. A self-developed Knowledge of Core Academic Standards (KCAS) survey was used to measure teachers’ recall of core academic standards, teachers’ awareness …