Digital technologies and continuance theory in education: Findings from initial teacher education

2013 ◽  
Author(s):  
Noeline Wright
Keyword(s):  
Teacher Education ◽  
Digital Technologies ◽  
Initial Teacher Education

scholarly journals Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education

2021 ◽  
Vol 46 (7) ◽  
pp. 70-85
Author(s):  
Melissa Cain ◽  
◽  
Chris Campbell ◽  
Keyword(s):  
Teacher Education ◽  
Digital Technologies ◽  
Professional Standards ◽  
Initial Teacher Education ◽  
Education Students ◽  
Education Literature ◽  
Education Training ◽  
Teacher Education Students

Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

The reform of initial teacher education in Wales: from vision to reality

2021 ◽  
Vol 47 (1) ◽  
pp. 61-78
Author(s):  
John Furlong ◽  
Jeremy Griffiths ◽  
Cecilia Hannigan-Davies ◽  
Alma Harris ◽  
Michelle Jones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

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