scholarly journals Refuting student teachers’ misconceptions about multimedia learning

2021 ◽  
Author(s):  
Anja Prinz ◽  
Julia Kollmer ◽  
Lisa Flick ◽  
Alexander Renkl ◽  
Alexander Eitel
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Multimedia Learning ◽  
Prior Beliefs ◽  
Multimedia Material ◽  
Added Benefit ◽  
Refutation Texts ◽  
Selection Of

AbstractPrior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.

The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

2021 ◽  
pp. 147572572110287
Author(s):  
Alexander Eitel ◽  
Anja Prinz ◽  
Julia Kollmer ◽  
Lea Niessen ◽  
Jessica Russow ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Styles ◽  
Student Teachers ◽  
Multimedia Learning ◽  
A Priori ◽  
Empirical Evaluation ◽  
Evaluation Study ◽  
Multimedia Instruction ◽  
Hemispheric Communication ◽  
And Training

In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.

scholarly journals Motivation Profiles in the Selection of a Study Program: Why do Physical Education Students Decide to Choose Teacher Education?

2021 ◽  
Vol 46 (11) ◽  
pp. 1-17
Author(s):  
Britta Fischer ◽  
◽  
Marion Golenia
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Education Students ◽  
Study Program ◽  
Physical Education Students ◽  
Subject Specific ◽  
Motivation Profiles ◽  
Selection Of

Students´ motivation to select a study program is an important factor that influences the professional development of student teachers. The exploratory study intended to clarify whether different study choice motivation profiles can be distinguished for PE students and how these profiles can be characterized. The analysis is based on 816 German PE students from 12 universities. The identification of different profiles was carried out by means of latent profile analysis. Among the PE students who were examined, four profiles can be identified concerning the motivation for the selection of a teacher education. The findings differ from most non subject-specific findings, mainly in the number of identified profiles. Further studies need to address whether this finding is subject-specific by comparing different subjects. Furthermore, it is necessary to examine the relevance of the identified profiles with respect to the development of competence of PE students

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

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