Opinie nauczycieli przedmiotów ścisłych i matematyki na temat wdrażania meaningful learning w Izraelu. Studium arabskich szkół średnich
Loading...
Date
2023
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Title alternative
The opinions of science and mathematics teachers about beliefs, practices, and implementation of meaningful learning in Israel. A case study of Arab middle school(s)
Abstract
Wiele badań pokazuje, że przekonania nauczycieli dotyczące nauczania i uczenia się silnie oddziałują na ich praktykę zawodową. Celem tej pracy było zbadanie przekonań i praktyk nauczycieli przedmiotów ścisłych i matematyki w arabskich szkołach średnich w Izraelu w obliczy wdrażania nowej reformy edukacyjnej w tym kraju, silnie osadzonej na koncepcji meaningful learning. Zgodnie z tą koncepcją, uczniowie powinni być aktywni i zaangażowani w proces rozwiązywania problemów, którego rdzeniem jest szeroko ujmowany dialog pomiędzy uczestnikami procesu uczenia się. W badaniach wykorzystano strategię badań jakościowych. Prowadzono obserwacje w klasie, częściowo ustrukturyzowane wywiady oraz analizy dokumentów (m.in. planów lekcji, testów, arkuszy roboczych) i notatek terenowych. Uczestnikami badania było dwudziestu nauczycieli z trzech szkół średnich w społeczeństwie arabskim. Uzyskane dane pozwoliły zarysować obraz przekonań tych nauczycieli na temat meaningful learning oraz zidentyfikować sytuacje, które nauczyciele postrzegają jako realizację tej koncepcji. Praca kończy się rekomendacjami dotyczącymi dalszych etapów wdrażania reformy edukacji w Izraelu.
The introduction of a new reform potentially challenges teachers’ beliefs and practices about teaching. This case study explores these challenges in the context of a new reform in Israel, where major educational reform has been undertaken. A considerable body of research, alternatively, advocates that teachers’ beliefs about teaching and learning affect their teaching practices and many aspects of their professional work. These beliefs and practices influence many factors on the contextual and teacher levels. Thus, this study aimed to investigate and understand Arab middle school science and mathematics teachers’ beliefs, practices, and implementation of meaningful learning in Israel. The resulting data served to construct a background picture regarding teachers’ beliefs on meaningful learning, classroom practices, and identifying situations that teachers perceived as the implementation of meaningful learning. The study found also that curricular demands, teacher perceptions of their students, pressures of time, assessment, crowded classrooms, lack of resources, workload, and inadequate teacher understanding of the components of meaningful learning inhibited student-centered instruction. Thus, along with the reformation of teachers, there should also be a reformation in the context of the learning atmosphere and infrastructures in tune with the new reform’s intentions.
The introduction of a new reform potentially challenges teachers’ beliefs and practices about teaching. This case study explores these challenges in the context of a new reform in Israel, where major educational reform has been undertaken. A considerable body of research, alternatively, advocates that teachers’ beliefs about teaching and learning affect their teaching practices and many aspects of their professional work. These beliefs and practices influence many factors on the contextual and teacher levels. Thus, this study aimed to investigate and understand Arab middle school science and mathematics teachers’ beliefs, practices, and implementation of meaningful learning in Israel. The resulting data served to construct a background picture regarding teachers’ beliefs on meaningful learning, classroom practices, and identifying situations that teachers perceived as the implementation of meaningful learning. The study found also that curricular demands, teacher perceptions of their students, pressures of time, assessment, crowded classrooms, lack of resources, workload, and inadequate teacher understanding of the components of meaningful learning inhibited student-centered instruction. Thus, along with the reformation of teachers, there should also be a reformation in the context of the learning atmosphere and infrastructures in tune with the new reform’s intentions.
Description
Wydział Studiów Edukacyjnych
Sponsor
Keywords
przekonania nauczycieli, teachers' beliefs, nauczanie, teaching, nauczyciele przedmiotów ścisłych i matematyki, science and math teachers, uczenie się, szkoły arabskie, learning Arab schools, learning