Student Teachers’ Perceptions About an E-portfolio Enriched with Learning Analytics

2017 ◽  
pp. 39-46
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Gerli Silm ◽  
Liina Malva ◽  
Marieke Van der Schaaf
Keyword(s):  
Student Teachers ◽  
Learning Analytics ◽  
Teachers Perceptions

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career

2021 ◽  
pp. 613-631
Author(s):  
Alcuin Ivor Mwalongo
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Mixed Methods ◽  
Focus Group ◽  
Student Teachers ◽  
Public Universities ◽  
Group Discussions ◽  
Teaching Career ◽  
Mixed Methods Approach ◽  
Teachers Perceptions

The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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