A “filmic anthropology” of classroom practice: student teachers enacting pedagogy

2019 ◽  
Vol 15 (3) ◽  
pp. 183-202
Author(s):  
Carmel Hinchion
Keyword(s):  
Student Teachers ◽  
Classroom Practice

scholarly journals Smart but Evil? Student-Teachers’ Perception of Educational Researchers’ Epistemic Trustworthiness

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986815
Author(s):  
Samuel Merk ◽  
Tom Rosman
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Scientific Evidence ◽  
Experimental Studies ◽  
Epistemic Beliefs ◽  
Research Results ◽  
Research Findings ◽  
Integrate Research

In-service and preservice teachers are increasingly required to integrate research results into their classroom practice. However, due to their limited methodological background knowledge, they often cannot evaluate scientific evidence firsthand and instead must trust the sources on which they rely. In two experimental studies, we investigated the amount of this so-called epistemic trustworthiness (dimensions expertise, integrity, and benevolence) that student-teachers ascribe to the authors of texts who present classical research findings (e.g., learning with worked-out examples) that allegedly were written by a practitioner, an expert, or a scientist. Results from the first exploratory study suggest that student-teachers view scientists as “smart but evil,” since they rate them as having substantially more expertise than practitioners, while also being less benevolent and lacking in integrity. Moreover, results from the exploratory study suggest that evaluativistic epistemic beliefs (beliefs about the nature of knowledge) predict epistemic trustworthiness. A preregistered conceptual replication study (Study 2) provided more evidence for the “smart but evil” stereotype. Further directions of research as well as implications for practice are discussed.

The Development and Validation of a Teacher Belief Survey for the Constructivist Classroom

2020 ◽  
pp. 105678792093989
Author(s):  
Monika A. von Oppell ◽  
Jill M. Aldridge
Keyword(s):  
Education Reform ◽  
Student Teachers ◽  
United Arab Emirates ◽  
Classroom Practice ◽  
Large Scale ◽  
Face Validity ◽  
Teacher Belief ◽  
Teachers Beliefs ◽  
Teacher Belief Survey ◽  
Development And Validation

The research reported in this article was part of a larger study which took place in Abu Dhabi, United Arab Emirates. The large-scale education reform, being carried out at the time of the study, required paradigm shifts in practice; from a traditional to a constructivist approach. The education reform posed on-going challenges and posed questions regarding the future impact for teachers, particularly with respect to their beliefs with respect to classroom practice. This article describes the development and validation of a survey to assess teachers’ beliefs in this new context. The survey assesses teachers’ beliefs about their role in the classroom and philosophy of teaching and learning and their classroom practice. The translation validity of the survey was supported by examining the content and face validity. Further, analysis of the data collected 182 Arab teachers was used to provide support for the reliability and validity of the newly developed Teacher Belief Survey in terms of factor structure, internal consistency reliability, discriminant and concurrent validity. This instrument has the potential to be useful for ascertaining teachers’ professional development needs and for understanding the beliefs of student teachers. In regions of cross-cultural diversity the findings may assist in creating understanding and sensitivity of the cultural differences between people, their knowledge, perspectives and practices.

scholarly journals Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Classroom Practice ◽  
Primary Schools ◽  
Reading Ability ◽  
Teaching Reading ◽  
Initial Training ◽  
Teachers Perceptions

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way.Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice.Method: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with nine teachers who were purposively selected from three public schools. Content analysis was used to analyse the data.Results: Regarding the initial training programme, teachers received at tertiary institutions, the findings of the study showed that the majority of teachers were not adequately prepared to teach reading and to deal with learners who experience problems in reading. Some teachers indicated that they were not even trained to teach in the Foundation Phase. The findings also showed that the majority of respondents doubted if their classroom practice would yield positive results as far as reading instruction is concerned. The findings further indicated that the majority of respondents only paid attention to oral reading (observing punctuation marks and pronunciation), without attending to reading comprehension. There was a general consensus that the new ways of teaching reading were necessary in order to improve the reading ability of learners.Conclusion: Recommendations based on the findings are that institutions of higher learning that train Foundation Phase teachers should do so in ways that adequately equip them to produce student teachers who are knowledgeable about research and theory regarding how individuals learn to read. Workshops on appropriate instruction of reading strategies are recommended for in-service teachers.

scholarly journals STUDENT-TEACHERS’ PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?

2016 ◽  
Vol 15 (2) ◽  
pp. 140-158
Author(s):  
André du Plessis
Keyword(s):  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Belief System ◽  
Pedagogical Beliefs ◽  
Teacher Belief ◽  
Individual Interviews ◽  
Information And Communication ◽  
Graduate Certificate

This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants’ espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. Key words: habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy.

scholarly journals Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Helen Jang
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
English Classrooms ◽  
Spoken English ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum.  Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts.  Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study

scholarly journals Exploring The Collegial Relationship Between Mentors And Their Mentees

2013 ◽  
Vol 12 (12) ◽  
pp. 1547
Author(s):  
Prakash Singh ◽  
Carmel Claire Mahomed
Keyword(s):  
Student Teachers ◽  
Human Resource Development ◽  
Emotional Support ◽  
Classroom Practice ◽  
Quantitative Research ◽  
Mentor Teachers ◽  
Teaching Skills ◽  
Teachers Perceptions ◽  
Mentoring Relationship ◽  
The Impact

Devolution of power to get things done with other people depends on the collegial relationships that are fostered in the organisation as its source of energy. Even the success of a mentoring programme to develop the human resource development needs of an organization, such as schools, hinges on the collegial relationship between the mentors and their mentees. Dialogue is an essential component of this reflective mentoring learning process. Dialogue empowers mentees, such as student teachers, to build their teaching skills with the invaluable input of their mentor teachers in schools. Participation in collegial teams can expand such novice teachers levels of expertise by providing a source of intellectual provocation and innovative ideas. The quantitative research method was used for the purpose of this study. The research design compared the perceptions of student teachers about the Postgraduate Cetificate in Education (PGCE) with those of their school mentors regarding the classroom practice and the performance of the students in terms of the latters WIL skills. The findings in this study indicate strongly that there is a significant correlation between the teachers perceptions of the PGCE and those of their student teachers. This study confirms that effective communication in mentoring strengthens the collegial relationship which, in turn, contributes to an enhanced performance and the professional development of the mentees. Additional research needs to be conducted to determine the type of emotional support training that mentors receive and the impact that training has had on the mentor and the mentoring relationship.

scholarly journals Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Trevor Moodley ◽  
Shelley Aronstam
Keyword(s):  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teachers Perceptions ◽  
Digital Stories ◽  
The Creation ◽  
Group Interviews

Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs) in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP) reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use of DS in advancing reading and literacy holds much pedagogical promise, because it resonates with the this generation of digital natives, the present generation of learners who have been born into a world where they interact with digital technology from an early age.

scholarly journals The Relationship between Student Science Teachers’ Views on Nature of Science and Classroom Practice: Is There Any?

2018 ◽  
Vol 8 (4) ◽  
pp. 28
Author(s):  
Constantina Stefanidou ◽  
Constantine Skordoulis ◽  
Christos Kechagias
Keyword(s):  
Student Teachers ◽  
Nature Of Science ◽  
Science Teachers ◽  
Classroom Practice ◽  
School Science ◽  
The Difference ◽  
The Relationship ◽  
Didactics Of Physics ◽  
Moderate Relationship

The present study investigated the relationship between student science teachers’ views on Nature of Science and their views on the importance of teaching Nature of Science. It is a case study in which qualitative methods and descriptive statistics are used. The sample consisted of 23 student science teachers who attended a faculty course on Didactics of Physics and participated voluntarily. Preliminary findings showed a moderate relationship between students’ views on Nature of Science issues and their classroom practice, particularly regarding “tenets” such as the tentative character of science and sociocultural milieu. When it comes to more epistemological issues, such as the difference between a theory and a law, then student teachers have considerable conceptual difficulties and they also find the particular “tenets” less important for a school science context.

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