Bridging the Theory–Practice Divide: Life Sciences Student Teachers’ Perceptions of Teaching in Communities of Practice at a Teaching School

2019 ◽  
Vol 23 (3) ◽  
pp. 276-285
Author(s):  
Grizelda Van Wyk ◽  
Josef De Beer
Keyword(s):  
Communities Of Practice ◽  
Student Teachers ◽  
Life Sciences ◽  
Teachers Perceptions ◽  
Perceptions Of Teaching

A Study of Student Teachers’ Perceptions of Teaching the Arts in Primary Schools

1998 ◽  
Vol 24 (1) ◽  
pp. 95-107 ◽  
Author(s):  
L. Green ◽  
S. Chedzoy ◽  
W. Harris ◽  
R. Mitchell ◽  
C. Naughton ◽  
...  
Keyword(s):  
Student Teachers ◽  
Primary Schools ◽  
Teachers Perceptions ◽  
The Arts ◽  
Perceptions Of Teaching

scholarly journals Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

2021 ◽  
Vol 10 (5) ◽  
pp. 155
Author(s):  
Mothofela Richard Msimanga ◽  
Valencia Mabalane ◽  
Sam Ramaila ◽  
Virendra Ramdhany
Keyword(s):  
Communities Of Practice ◽  
Student Teachers ◽  
South African ◽  
Education Student ◽  
Integrated Learning ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Generic Qualitative ◽  
Cultural Historical Activity ◽  
Work Integrated Learning

Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided. 

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

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.

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

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.

Sign in / Sign up

Export Citation Format

Share Document