Teacher's Teaching Practices Analysis
To have a meaningful learning among students, teachers have to identify their teaching practices. This study aimed at testing and validating Teacher’s Teaching Practices Questionnaire (TTPQ) of 24 items using Rasch measurement model. The instrument was used to identify teachers’ teaching preference. 263 mathematics secondary school teachers were selected to be the sample of this study. They were required to respond to a 5-five point Likert scale of two constructs that include teacher centred teaching and student centred teaching. The analysis has shown that the person reliability is given by 0.71 and the separation index is 1.56. While the item reliability is at good level of 0.99 and the separation index is 8.29. The Rasch Model has given
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The practices would enable them to cater the diversity of their students’ learning. Indirectly, it motivates their students to do better in mathematics as well as making class more enjoyable.
However, common issues in teaching practices are the types of teaching that suits the students need and the common teaching style that are practised by mathematics teachers. These are vital since producing effective teachers is the most significant factor in determining students’ achievement (Kingsley & Romine, 2014). Although teachers are bound to the teaching guidelines that have been set by the policy makers, they have the authority in using the appropriate teaching approaches in classroom. Students who benefit effective teaching practices would be part of the teachers’ …show more content…
In addition Kingsley and Romine (2014) has listed several studies on the attempt in producing quantitative measures of teaching practices such as studies by (Burnett & Meacham, 2002) and (Tschannen-Moran & Hoy, 2001). These studies produce the reliability analysis of the developed instruments. For instance, Tschannen-Moran and Hoy (2001) developed Teaching Efficacy Scale with two dimensions including personal teaching efficacy and teaching efficacy has produced an acceptable reliability value between 0.75 and 0.79. Though, the instrument has reported the reliability value, it can be considered as part of the validation
The practices would enable them to cater the diversity of their students’ learning. Indirectly, it motivates their students to do better in mathematics as well as making class more enjoyable.
However, common issues in teaching practices are the types of teaching that suits the students need and the common teaching style that are practised by mathematics teachers. These are vital since producing effective teachers is the most significant factor in determining students’ achievement (Kingsley & Romine, 2014). Although teachers are bound to the teaching guidelines that have been set by the policy makers, they have the authority in using the appropriate teaching approaches in classroom. Students who benefit effective teaching practices would be part of the teachers’ …show more content…
In addition Kingsley and Romine (2014) has listed several studies on the attempt in producing quantitative measures of teaching practices such as studies by (Burnett & Meacham, 2002) and (Tschannen-Moran & Hoy, 2001). These studies produce the reliability analysis of the developed instruments. For instance, Tschannen-Moran and Hoy (2001) developed Teaching Efficacy Scale with two dimensions including personal teaching efficacy and teaching efficacy has produced an acceptable reliability value between 0.75 and 0.79. Though, the instrument has reported the reliability value, it can be considered as part of the validation