Report on Experience: British Student Teachers' Perceptions of Teaching in Rural America

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

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‘We learned to be compassionate’: pre-service teachers’ perceptions of teaching immigrant children

Journal of Multilingual and Multicultural Development ◽

10.1080/01434632.2021.1931252 ◽

2021 ◽

pp. 1-13

Author(s):

Clarisse Halpern ◽

Joseph Trunfio ◽

Hasan Aydin

Keyword(s):

Immigrant Children ◽

Teachers Perceptions ◽

Perceptions Of Teaching

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

Education and Information Technologies ◽

10.1007/s10639-021-10455-w ◽

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.

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