Corrigendum to “The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension” [Teaching and Teacher Education 104 (2021) 103386]

AbstractThis study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.

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“Experience Isn’t Everything”: How Emotion Affects the Relationship Between Experience and Cue Utilization

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/0018720818765800 ◽

2018 ◽

Vol 60 (5) ◽

pp. 685-698 ◽

Cited By ~ 6

Author(s):

Monique Frances Crane ◽

Sue Brouwers ◽

Mark William Wiggins ◽

Thomas Loveday ◽

Kirsty Forrest ◽

...

Keyword(s):

Clinical Performance ◽

Experience Level ◽

Cue Utilization ◽

Practice Experience ◽

Negative Arousal ◽

Range Anxiety ◽

Research Findings ◽

Post Hoc ◽

The Relationship

Objective: This research examined whether negative and positive arousal emotions modify the relationship between experience level and cue utilization among anesthetists. Background: The capacity of a practitioner to form precise associations between clusters of features (e.g., symptoms) and events (e.g., diagnosis) and then act on them is known as cue utilization. A common assumption is that practice experience allows opportunities for cue acquisition and cue utilization. However, this relationship is often not borne out in research findings. This study investigates the role of emotional state in this relationship. Method: An online tool (EXPERTise 2.0) was used to assess practitioner cue utilization for tasks relevant to anesthesia. The experience of positive and negative arousal emotions in the previous three days was measured, and emotion clusters were generated. Experience was measured as the composite of practice years and hours of practice experience. The moderating role of emotion on the relationship between experience and cue utilization was examined. Results: Data on 125 anesthetists (36% female) were included in the analysis. The predicted interaction between arousal emotions and the experience level emerged. In particular, post hoc analyses revealed that anxiety-related emotions facilitated the likelihood of high cue utilization in less experienced practitioners. Conclusion: The findings suggest a role for emotions in cue use and suggest a functional role for normal range anxiety emotions in a simulated work-relevant task. Application: This research illustrates the importance of understanding the potentially functional effects common negative arousal emotions may have on clinical performance, particularly for those with less experience.

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Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

South African Journal of Psychology ◽

10.1177/0081246318775547 ◽

2018 ◽

Vol 49 (1) ◽

pp. 122-135 ◽

Cited By ~ 1

Author(s):

Charles Magoba Muwonge ◽

Ulrich Schiefele ◽

Joseph Ssenyonga ◽

Henry Kibedi

Keyword(s):

Teacher Education ◽

Academic Performance ◽

Learning Strategies ◽

Structural Equation ◽

Cognitive Learning ◽

Equation Modeling ◽

Motivational Beliefs ◽

Education Students ◽

The Relationship ◽

Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

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English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽

10.1515/lincu-2015-0011 ◽

2013 ◽

Vol 2013 (2) ◽

pp. 9-22 ◽

Cited By ~ 1

Author(s):

Guy Cook

Keyword(s):

Teacher Education ◽

Language Learning ◽

English Language ◽

Communication Technologies ◽

Linguistic Landscape ◽

Language Teacher Education ◽

Political Views ◽

The 1960S ◽

The Relationship ◽

Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

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Teacher Education and Development in Africa: A Modern Perspective

Journal of International Cooperation and Development ◽

10.36941/jicd-2020-0009 ◽

2020 ◽

Vol 3 (1) ◽

pp. 107

Author(s):

Peter Wekesa Wamalwa ◽

Edwin Nyongesa Masibo

Keyword(s):

Teacher Education ◽

Education Programme ◽

New Developments ◽

Teacher Education Programme ◽

Emerging Issues ◽

Education And Development ◽

Education And Society ◽

The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

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Using avatars to address teacher self-efficacy

Journal of Global Education and Research ◽

10.5038/2577-509x.5.1.1069 ◽

2021 ◽

Vol 5 (1) ◽

pp. 15-35

Author(s):

Chancey Bosch ◽

Trevor Ellis

Keyword(s):

Teacher Education ◽

Classroom Management ◽

Student Teaching ◽

Self Efficacy ◽

Teacher Education Program ◽

Teacher Education Programs ◽

Technology Enhanced Learning ◽

Teacher Self Efficacy ◽

The Relationship ◽

Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

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The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

KnE Social Sciences ◽

10.18502/kss.v3i17.4653 ◽

2019 ◽

Author(s):

Dewingga Fizzy Keni Pratama ◽

Muhammad Nur Wangid

Keyword(s):

Teacher Education ◽

Student Learning ◽

Mastery Learning ◽

Group Discussion ◽

Primary Teacher ◽

Group Discussions ◽

Learning Achievement ◽

Primary Teacher Education ◽

The Relationship ◽

Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

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Innovación en la formación del profesorado de educación física (Innovation in teacher training on physical education)

Retos ◽

10.47197/retos.v0i29.43564 ◽

2015 ◽

pp. 251-257

Author(s):

Francisco Carreiro da Costa ◽

Miguel Angel González Valeiro ◽

Martin Francisco González Villalobos

Keyword(s):

Teacher Education ◽

Physical Education ◽

Effective Teachers ◽

Social Economic ◽

New Teacher ◽

Policy Framework ◽

Pedagogical Strategies ◽

Expert Opinions ◽

The Social ◽

The Relationship

El objetivo de este artículo es analizar la formación inicial del profesorado de Educación Física, incorporando elementos de reflexión y propuestas para considerar tanto en los planes de estudio como a nivel de las materias que componen el mismo. Todo esto, desde el convencimiento de que las cuestiones más importantes en nuestro campo se decidirán en un marco político que prioriza las cuestiones económicas y sociales ante la investigación y las opiniones de los expertos. Se desarrollará de acuerdo a la siguiente estructura:(1) Justificaremos que los procesos de innovación y cambio están influenciados principalmente por el contexto social, económico y político (más que por los resultados obtenidos desde la investigación); (2) analizaremos la evolución de la formación docente, prestando especial atención a la «nueva formación del profesorado» (docentes informados, críticos y capaces de promover el cambio); (3) defenderemos la necesidad de concebir y realizar una formación del profesorado capaz de prepararlos para ser eficaces; (4) nos referiremos a los desafíos para una formación de calidad del profesorado de Educación Física, centrándose en aspectos tales como: ¿Qué papel deben jugar las características de las/los estudiantes que quieren acceder a los programas de formación inicial del profesorado de educación física (FIPEF) y como transformar las creencias de los futuros docentes? ¿Qué tipos de programas contribuyen a la formación de un profesional más cualificado? ¿Cómo definir e impartir la materia dentro de los programas de FIPEF?, y ¿Cuáles son las características de los FIPEF de calidad? y, (5) concluiremos haciendo algunas recomendaciones para la formación inicial del profesorado de educación física.Palabras clave. formación inicial del profesorado, profesorado de educación física, educación física, innovación educativa.Abstract. The aim of this paper is to analyse the Physical Education in Teacher Education (PETE) in introducing elements of reflection and proposals considering both the curriculum and the contents used in this curriculum. We will do this based on the conviction that the most important issues in our field will be decided on a policy framework that prioritizes social and economic issues grounded on research and expert opinions. This article has the following structure: (1) we will introduce the topics of the article emphasising that the processes of innovation and changes are mainly influenced by the social, economic and political context (rather than the results obtained from research); (2) we will analyse the evolution of teacher education, giving special attention to the «new teacher education» (informed, critical and able to promote change); (3) we will defend the need to conceive and perform a PETE able to prepare teachers to become effective teachers; (4) we will refer to the challenges for PETE, trying to answer the following relevant questions: What role should PETE candidates’ attributes play in the PETE curriculum and what is the relationship between effective PETE and student achievement in physical education? What programmatic structures or curricular frameworks are most promising for preparing effective teachers? How should we define and deliver subject matter within PETE? What pedagogical strategies within PETE promote effective teaching? And, (5) we will conclude making some recommendations to PETE.

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