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Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreove...
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... development, as stipulated by(Hubers, D.Endedijk, and Van Veen 2020;Hammond LD, Hyle EM, 2017), are still lacking in Nigeria's professional development. These findings reflect teachers' views regarding their professional development in Enugu State, Nigeria. ...
Background: Teachers' continuous professional development(CPD) is becoming the priority of most countries. It is widely viewed as the most effective and indispensable tool for keeping teachers current with the adjustment in the 21 ST century. Despite the wide acceptance, teachers have expressed dissatisfaction with the kind of Professional development(PD) they get. However, teachers' PD will be meaningful if teachers perceive it to be important. Purpose: This study among N=150 Enugu teachers from 3randomly selected schools aimed to explore perceptions of teachers on the characteristics of PD they attend, their motivation, and the barriers they face. Method: The study used a descriptive quantitative approach, and data were gathered through an online and offline questionnaire. Findings: The research shows that the teachers thought PD was important and were motivated to take part on their own. But they said that teachers face problems when they go to PD because it doesn't last and they don't have a say in how it's made. Another major finding shows a statistically significant difference between male and female perceptions. Recommendation: The researcher recommended a need for the inclusion of advanced information and communication technology (ICT) in teachers' PD, uniformity in their PD, and a need to pay attention to teachers' voices in designing PD. Social implications: teachers' perceptions will help to understand teachers' needs. Originality: This study increases teachers' knowledge of their perceptions of professional development and helps government better understand and align with teachers' actual PD needs. This study is the first to investigate Enugu State teachers' perceptions of PD.
... The curriculum plays a vital role in education for sharpening and forming not only student knowledge, but also attitudes in line with the development of science and technology (Almutairi et al., 2014;Hubers et al., 2022;Ring-Whalen et al., 2018). Following the rapid changes in science and technology, Indonesia, through the Ministry of Education, Culture, Research, and Technology, launched the latest curriculum, Curriculum Merdeka [Independent Curriculum]. ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... The curriculum plays a vital role in education for sharpening and forming not only student knowledge, but also attitudes in line with the development of science and technology (Almutairi et al., 2014;Hubers et al., 2022;Ring-Whalen et al., 2018). Following the rapid changes in science and technology, Indonesia, through the Ministry of Education, Culture, Research, and Technology, launched the latest curriculum, Curriculum Merdeka [Independent Curriculum]. ...
The lack of practices of Curriculum Merdeka cause science teachers to worry about the results, especially related to environmental awareness. As such, this study aimed at exploring the role of biotechnology learning with embedded sustainable development goals (SDGs) to accomplish the academic purposes of the curriculum. In doing so, Pre-service Science Teachers (PSTs) were required to develop projects in biotechnology as well as problem-solving skills to be induced into their teaching competencies. This study used one-group pre-test and post-test design and involved twenty PSTs as participants. The parameters were perception, knowledge, and development of scientific projects. The instruments consisted of questionnaire, paper-pencil test, and rubrics. The data were then analysed in a descriptive manner. The results showed that most students perceived that biotechnology learning provides access to sustainability in human life. Also, there is a significant increase of student knowledge about innovating science with P-value of 0.00<0.05. For scientific projects, students in groups successfully created five titles in relation to SDGs issues, such as food nutrients, agricultural pests, fish-pond management, dengue fever control, and water quality. In terms of learning outcomes and themes, the contents within PSTs projects are relevant to two learning outcomes and four different project themes of Curriculum Merdeka, including lifestyle for sustainability, technology to support Indonesia, entrepreneurship, and local wisdom. Therefore, there is potential to bring PSTs projects to practice Curriculum Merdeka.
... Professional teaching development is a complex process and difficult to define, as recent studies have shown (Appova & Arbaugh, 2018;Avalos, 2011;Hubers et al., 2020;Taylor, 2017). In this study, professional development is understood as professional learning, anchored in educational practices, in the problems of teaching and learning, but also in the theories and knowledge of educators who can inform these practices through reflection, as evidenced by Schön (1983Schön ( , 1987. ...
This chapter describes a case study conducted in 2021 with a group of twenty in-service teachers in Portugal who participated in an online professional development course titled 'Education for sustainability: diversity, dialogue and inclusion'. The research aims to understand the impact of the course on teachers' professional learning, focusing on changes related to their conceptualisations of education for sustainability and global citizenship (ESGC), their pedagogical repertoires, their understandings of the purposes of education and of the teacher's role in a globalised and uncertain world, and their motivations and commitment to teach according to ESGC principles. The teachers' individual written reflections were gathered at the end of the course and explored using content analysis. Findings suggest that the teachers developed clearer conceptualisa-tions of ESGC, updated their pedagogical knowledge, and learned how to approach these topics in an interdisciplinary manner. They also gained confidence and motivation to teach ESGC in a more intentional and meaningful manner. The implications of this study for quality teaching and teacher education in uncertain times are discussed.
... Professional teaching development is a complex process and difficult to define, as recent studies have shown (Appova & Arbaugh, 2018;Avalos, 2011;Hubers et al., 2020;Taylor, 2017). In this study, professional development is understood as professional learning, anchored in educational practices, in the problems of teaching and learning, but also in the theories and knowledge of educators who can inform these practices through reflection, as evidenced by Schön (1983Schön ( , 1987. ...
In crisis situations, during armed conflicts or after natural disasters, education systems often fail to provide access to the quality of education that is arguably crucial for conflict stabilisation, peacemaking, and development, particularly in countries recovering from war. Challenges to educational provision in (post-)crisis situations and the demands of curriculum change are well discussed and thoroughly documented in the literature. However, the critical role of teachers is often discussed in general terms but not well understood. Furthermore, little is known about the challenges with initial teacher education in post-crisis contexts, or about the quality of teaching in such contexts.
This study aims to identify the challenges with providing quality teaching and teacher education in crisis situations by studying the case of Mosul University in Iraq. Focusing on developments after the demise of the Islamic State, the study looks at expert interviews as a means of exploring the perspectives of teacher educators at different faculties of Mosul University. It also analyses the teacher education curriculum and its development and implementation. Our findings provide an insight into teacher education structures in Iraq and the broader challenges presented by crisis contexts. A core challenge appears to be the centralised curriculum, which focuses on subject specific knowledge rather than other types of knowledge that are of key importance for prospective teachers in areas affected by conflict. Finally, the article provides suggestions for improving the teacher education curriculum at Mosul University and for addressing the challenges presented by crisis contexts.
... In our article on contemporary approaches to professional development (PD) in the International Encyclopedia of Education ten years ago, we examined the content and processes commonly seen in high quality professional development (Borko et al., 2010). Since that time, a steadily growing body of research has confirmed the importance of the characteristics of effective PD that we highlighted: situated in practice, focused on student learning, models preferred instructional practice, active teacher inquiry, collaborative learning communities, located in appropriate settings, and sustained over time (c.f., Asterhan and Lefstein, 2020;Lefstein et al., 2020;Bautista et al., 2017;Darling et al., 2017;Desimore and Garet, 2015;Hubers et al., 2020). There continues to be a widespread effort within the international research community -across content areas and topics of interest -to carefully consider how to support teachers' on-going professional development (c.f. ...
This article focuses on current trends, tensions and unresolved issues related to teacher professional learning during a time of considerable change around the world. Rather than write an exhaustive literature review we identified four topics that have played a critical role in the field over the past decade. This article reviews literature on the following topics: (1) practice-based professional development; (2) online professional learning; (3) facilitation of professional development, and (4) PD focused on supporting diverse learners. Within each topic we highlight active areas of investigation and selected research findings, and conclude each section with questions yet to be answered.
... Despite the technical character of professionalization focused on educational innovation with IT, it seems that facilitation in terms of time, rewards, and a collaborative learning culture is an important precondition for this process to succeed. This is a finding that is similar to the results of a recent study by Hubers et al. [58]. Additionally, a reliable IT infrastructure and the availability of adequate educational and technical support are indispensable for flexible lecturer PD. ...
Technological innovations are changing our society at a rapid pace. The expansion of new technologies (e.g., tools and programs) will inevitably change future jobs in the area of, for example, engineering, healthcare, and science. People working in these areas need digital human capital, which is often acquired through education prior to starting a job. As a result, higher education systems around the globe face increasing demands to prepare their students for the changing labor market. To meet these demands, it is essential to focus on both lecturers’ and students’ digital competencies. Teaching professionals will have to learn to do new things using new resources. This goes beyond merely replacing work forms and resources; it is a complex process that demands a deeper way of learning in which routines and underlying knowledge and beliefs are explicitly reconsidered. Attention needs to be paid to how lecturers can gradually and continuously develop their professional competencies in the field of educational innovation with IT, to ensure these practices become embedded in future higher education. In this reflection paper, we will discuss key digital competencies for both students and lecturers. We will also focus on how lecturers develop these competencies through effective professional development (PD) activities. Based on a literature review, we present a model for effective lecturer PD with 29 ‘building blocks’. This model will be used to clarify practical examples of effective lecturer PD aimed at using innovative technology in higher education.
... The ultimate could be a third order change. This is often change at a vicinity or state-level, like a significant curriculum redesign (Hubers, 2020). ...
... Broadly across education innovation and alter, 'one of the foremost important knowledge gaps associated with sustainability is insight into both the individual and collective learning processes that are required to successfully implement change' (Hubers, et al., 2020). This is often particularly important in technological innovation, considering that technology use can cause new pedagogies and new forms of learning experiences, that the rapid rate of changes in technology and innovation may be resource intensive. ...
... Mengingat (1) semakin rendahnya keberhasilan belajar Matematika selama e-learning di masa pandemi, (2) pengawasan yang sulit dilakukan oleh pengajar selama e-learning, (3) media pembelajaran yang semakin beragam seperti zoom, google meet, webex, (4) perkembangan dan pemanfaatan teknologi secara maksimal dapat menunjang proses belajar (Hubers. M.D Endedijk. D, 2020), (5) peran teknologi untuk proses belajar mengajar di masa pandemi, dan (6) dalam metode Jigsaw tidak ada peserta didik yang bisa belajar pasif, maka penelitian ini dilaksanakan dengan tujuan menerapkan metode Jigsaw kedalam proses belajar mengajar secara e-learning, dengan media google meet dalam mata kuliah Matematika agar keberhasila ...
Hasil belajar Matematika dari 95 orang mahasiswa teknik elektro Politeknik Negeri Malang dan manajemen STIE Ekuitas, 56% masih dibawah standar kelulusan minimal, rendahnya kemampuan Matematika tersebut dikhawatirkan akan turut mempengaruhi pemahaman terhadap mata kuliah lainnya mengingat Matematika merupakan ilmu dasar dijurusan teknik. Berbagai cara dilakukan pengajar untuk meningkatkan kerjasama, keaktifan, dan kemampuan mempresentasikan dari peserta didik akan tetapi hasil yang diperoleh masih kurang memuaskan. Kondisi pandemi covid 19 semakin memperburuk perolehan hasil belajar, sehingga diperlukan metode belajar e-learning yang benar-benar dapat meningkatkan keberhasilan belajar peserta didik. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan kerjasama, keaktifan, presetansi, dan hasil belajar mahasiswa setelah metode Jigsaw dalam pembelajaran e-learning melalui media google meet diterapkan. Sampel dari penelitian sebanyak 48 responden yang terbagi kedalam 12 kelompok. Pengukuran peningkatan kemampuan kerjasama, keaktifan, dan presentasi menggunakan skor dari 1–4. Analisis dilakukan secara kualitatif dengan menggunakan teknik membandingkan prosentase siklus I dan siklus II dalam tindakan penelitian. Kesimpulan yang diperoleh dari penelitian ini adalah unsur kerjasama, keaktifan, dan presentasi implementasi metode jigsaw e-learning melalui media google meet pada materi diferensial tingkat satu berada pada kategori baik, sehingga terjadi peningkatan hasil belajar peserta didik. Kelebihan metode Jigsaw yang tidak dapat membuat peserta didik bersikap pasif, dapat memotivasi peserta didik untuk mengembangkan pengetahuannya melalui sarana internet sehingga ketika bekerja sama dan presentasi peserta didik merasa percayaan diri.
... When asked about drawbacks or deterrents to professional development regarding technologies, almost all participants (85%) identified time as both their most important issue and their most valued resource. This is consistent with prior studies (Mireille et al., 2020;Iginedo et al., 2020;Lillge, 2019;Serafini, 2018), that outlined some barriers to professional development to include release time. As participants are busy keeping up with their discipline and field of studies and learning from colleagues worldwide, they do learn about technologies but rely heavily on members of technology groups or colleagues. ...
Faculty members are interested in the impact of technology on education and are supported by regulatory bodies promoting technology standards, recruiters seeking teachers with technology skills, legislated technology in the curriculum, and a demand for a technically skilled workforce. In response to the interest in technology in education and faculty members incorporating technology in their research, this study was carried out to assess faculty needs concerning technology in the educational delivery system of Nigerian universities. The study adopted a qualitative approach to investigate the research needs of faculties concerning technology. This qualitative study randomly selected a convenience sample of 100 faculty and administrators in the faculty of education of 12 universities in Nigeria across several states. Using focus-group discussion sessions and interviews, the researchers met with 100 participants in groups of 10 to 15 each session. Data were transcribed and entered into a database for analysis. The use of technology in research such as searching (search engines), data gathering, analysis, and publishing was discussed before explaining the needs and concerns of faculties with regards to technology. The study shows that there is a need for government and universities to adopt and institutionalize e-learning which will help to close the gap in technology
