scholarly journals Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

2021 ◽  
Author(s):  
Man Lei ◽  
Jane Medwell
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Collaborative Learning ◽  
Online Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Teaching Experience ◽  
Online Collaborative Learning ◽  
The Impact

AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

scholarly journals Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
R. Rasman
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teaching Program ◽  
Structured Interviews ◽  
Language Teacher ◽  
Dynamic Relationship ◽  
Trace Back ◽  
Overseas Teaching ◽  
The Impact

Motivational currents have recently gained popularity in research on psychology of language learners and teachers. This study aims to find out whether an overseas teaching program can (1) create motivational currents among Indonesian pre-service teachers and (2) help them build a vivid vision of being a language teacher. This research used retrodictive qualitative modelling (RQM) under a complex dynamic system (CDS) approach to trace back the factors that enabled the motivational currents to occur. The data were collected from semi-structured interviews along with day-to-day diaries of six EFL pre-service teachers in Indonesia. The findings suggest that the overseas teaching program could create motivational currents of three participants while the rest did not experience such intense motivation. This study also finds that there is a dynamic relationship between self-system and motivational currents system. The impact of experiencing the motivational currents on the vision of being a language teacher varies from one participant to another. This study is of great importance especially for teacher educators wishing to design meaningful and effective professional development activities for their student teachers.

scholarly journals Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

2017 ◽  
Vol 13 (11) ◽  
pp. 34
Author(s):  
Shih-Hsiung Liu
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Educators ◽  
Field Experience ◽  
Practical Knowledge ◽  
Online Information ◽  
Online Collaborative Learning ◽  
Taiwanese Student

The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.

“I feel like having a nervous breakdown”

2017 ◽  
Vol 3 (1) ◽  
pp. 109-135 ◽  
Author(s):  
Michael Burri ◽  
Amanda Baker ◽  
Honglin Chen
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Structured Interviews ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Assessment Task ◽  
Native English Speaking Teachers ◽  
Nervous Breakdown ◽  
The Impact

Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

Online, Offline, and In-Between

2008 ◽  
pp. 1854-1865
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Learning Environments ◽  
Analytical Framework ◽  
Activity System ◽  
Online Collaborative Learning ◽  
Using Data ◽  
Complex Settings ◽  
Naturalistic Investigation

Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.

Assessed by Anonymous

2021 ◽  
pp. 132-151
Author(s):  
Thomas Huston
Keyword(s):  
Data Analysis ◽  
Teacher Training ◽  
Performance Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Performance Assessments ◽  
Teacher Performance Assessment ◽  
Scholarly Discourse ◽  
Thematic Data

This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

scholarly journals Comparing the school-university partnership practices in Education College and University: Student teachers' perspectives 

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teacher Educators ◽  
University Partnerships ◽  
College And University ◽  
Education College ◽  
University Partnership ◽  
Main Components ◽  
Support Teacher ◽  
Teachers Perspectives

Collaboration and networking between universities and schools are the main components to support teacher education in this 21st century. This article investigated into the current practices of the school-university partnership (SUP) in two teacher training institutes in Myanmar. The aim of the article is to understand current collaboration practices between university, college, and schools. A qualitative method was conducted in this study through focus group, formal and informal interviews. The teacher educators’ demonstrations of teaching are observed. The interview results showed that there is a lack of a strong partnership between partners, focusing more on administrative purposes, rather than the training of student teachers. Observation showed that school-university partnerships would be more effective in teacher training if the school teachers and teacher educators collaborate in the demonstrative teaching for student teachers.

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