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Tytuł pozycji:

Mathematics Teachers Reflection on the Role of Productive Pedagogies in Improving Their Classroom Instruction

Tytuł :
Mathematics Teachers Reflection on the Role of Productive Pedagogies in Improving Their Classroom Instruction
Autorzy :
Bature, Iliya Joseph; Atweh, Bill
Źródło :
International Journal of Educational Methodology, v6 n2 p319-335 2020. 17 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1254833">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1254833
Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: ; Web site: http://www.ijem.com
Recenzowane naukowo :
Y
ISSN :
2469-9632
Deskryptory :
Mathematics Teachers, Reflection, Teaching Methods, Classroom Techniques, Mathematics Instruction, Instructional Improvement, Foreign Countries, Mathematics Achievement, Teacher Attitudes, Secondary School Teachers
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
17
Education Level :
Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1254833
Czasopismo naukowe
This paper sought to investigate the mathematics teachers' reflection on the role of Productive Pedagogies' framework in festering effective classroom instruction. Two research objectives were used to discuss the reflection of the four mathematic teachers. A qualitative case study was adopted as the design of the study. Classroom observations, Research Journal and Reflective Interviews were organised to collect data for the study, while the narratives approach to data analysis was used to analyse the data collected. From the study, the mathematics teachers were able to gradually adjust to the new framework through effective reflective meetings with their colleagues and with the support of the researcher. They (mathematics teachers) reflected that, the framework helps them developed confidence, positive attitude and interest to their teaching practice. It helped fostered effective collaboration and created an atmosphere of trust between the mathematics teachers and their students. The study also suggested that the pedagogy influence the mathematics teachers to provide and received feedback from their colleagues and from their students. They were also of the view that there was a gradual shift from the traditional teacher centred instruction they are more conversant with to a more student-centred pedagogy. The implication of the study suggests the need to adopt the Productive Pedagogies framework into the Nigerian mathematics classroom to improve mathematics teacher's classroom instruction.

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