digital content material assessment; assessment competency; tpack; generation integration; expert development

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building instructor competency for digital content assessment.
the purpose of the cutting-edge look at is to investigate teachers' virtual content assessment (dce) competency as a combined set of instructors' intellectual capability and affect-motivation in comparing digital content. to this stop, this examine employed an exploratory sequential blended-methods design to examine 102 in-service teachers’ experiences in a one-year dce professional development program. qualitative thematic analysis accompanied by means of quantitative ok-manner cluster analysis identified and confirmed 4 ranges of trainer competency in dce: familiarization, usage, integration, and reorientation. similarly, this have a look at also proposed design guidelines to scaffold dce competency development tailored to the needs of teachers at diverse competency tiers.

co-coaching; instructor education; subject revel in; conventional student coaching; expert development

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continuum of co-coaching implementation: moving from conventional scholar teaching to co-coaching.
this mixed techniques examine examines the implementation of co-teaching as a version for the teacher education area enjoy. participants included 8 co-coaching pairs with the purpose of figuring out the extent to which co-coaching came about, conditions for success, and limitations to implementation. the authors posit that a continuum exists relative to co-coaching implementation with the cooperating teacher’s view of his/her position and the purpose of the sphere experience contributing to where every pair fell in this continuum. this take a look at offers perception into the conditions vital for coteaching in addition to elements that inhibited pairs from transferring past conventional student teaching.

Student-teacher relationship; Humor; Teaching style; Belgium; anthropology,

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Humor characterizes daily room interactions and strengthens or weakens student-teacher relationships. creating use of ethnographical room observations, we have a tendency to examine however humor relates to student-teacher relationships. Results show that humor within the room serves totally different functions. whereas lecturers use humor to facilitate teaching and learning, students apply it to specific their attitudes towards faculty and lecturersthe employment of humor varies across lecture rooms and tracks. Our findings recommend the importance of analyzing the employment of humor in lecture rooms for lecturers (in training), and purpose to broader implications in relationship to the upkeep of and resistance to social inequalities in education.

Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and follow

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Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and follow.
Using student- and teacher-level knowledge from the u. s. National Assessment of academic Progress (NAEP), we tend to tried to disentangle the link among student demographics, teacher characteristics, and performance on the fourth grade assessment of U.S. history. Our findings recommend that teacher subject material background, reported time spent on history/social studies and tutorial decision-making were completely related to learning outcomes. The implications of our study embody bigger stress on subject material information in history teacher education, accumulated prioritization of history in elementary school rooms, and also the incorporation of knowledge base resources and in-class discussion as potential high-leverage practices for early grade history lecturers

Collaborative inquiry; skilled learning; skilled development; In-service teacher education; skilled learning community

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Systemic skilled learning through cooperative inquiry: Examining teachers' views.
Collaborative Inquiry (CI) engages lecturers to together treat a shared drawback of apply. the bulk of CI analysis presents qualitative case studies of individual cooperative inquires; few studies directly examine teachers' responses to CI through a large-scale study across a whole system of education. to look at teachers' views on the impact and practicality of CI as skilled learning, we tend to surveyed 292 elementary lecturers across fifteen faculty districts and conducted six focus teams with lecturers UN agency had been concerned in CI. we tend to report the factors that enhance and inhibit teacher experiences of CI and vital outcomes from an instructor perspective.

Scripted curriculum; information access; instructional equity; EngageNY

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Scripted curriculum; information access; instructional equity; EngageNY.
New York State offered faculties scripted information modules to help in meeting the Common Core State Standards. Reports of teacher issues concerning hurried and rigid implementation light-emitting diode to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. whereas participants expressed appreciation for aspects of the modules, they articulated associate degree awful ideology that inequities (including incapacity and poverty) may well be remedied by holding students to high standards. As scripted curricula gain quality inside and outdoors of the U.S. our findings recommend associate degree urgency to interrogate simplified notions of equity and also the ensuing loss of teacher data and experience.



Teacher motivation; skilled learning; Teacher development; Teacher engagement; Teacher self-efficacy; Collective effectivity

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Motivation and collaboration: The keys to a organic process framework for teachers’ skilled learning.
The current study contributes to the growing body of enquiry on the association between motivation and teachers' learning across vocation phases. With information from 253 active academics, we have a tendency to tested hypothesized relationships through structural equation modelling so as to answer the question: however do active teachers' effectualness beliefs and engagement influence their skilled learning beliefs? Results highlight the positive relationship between psychological feature constructs and skilled learning – specifically, once learning is cooperative. Conclusions embrace implications for future analysis and a projected integrative theoretical and organic process framework for understanding teachers’ motivation and skilled learning.

Teacher education; Technology; Digital competence; Pre-service teachers; efficaciousness

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Educating digitally competent teachers: A study of integration of skilled digital competency in teacher education.
The present study focuses on the mixing of skilled digital competency in initial teacher education programmes. information analysed area unit from 3 national form surveys conducted among teacher educators, mentor lecturers and pre-service lecturers in Noreg. The study shows that there area unit weak positive correlations between positive management, management's development support, and teacher educators' digital competencyhowever stronger positive correlations between teacher educators' self-reported effectivity and digital competency. Results area unit mentioned in relevance teacher education's role in qualifying for skilled add digital school rooms.