Economics student teachers’ views on the usefulness of a flipped classroom pedagogical approach for an open distance eLearning environment

2018 ◽  
Vol 35 (4) ◽  
pp. 255-265 ◽  
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Exploratory Study ◽  
Flipped Classroom ◽  
Mode Of Delivery ◽  
Small Sample ◽  
Economics Education ◽  
Pedagogical Approach ◽  
Content Type ◽  
Constructive Feedback

Purpose The purpose of this paper is to explore to what extent a flipped classroom pedagogy (FCP) design as a digital pedagogical tool enhances student teachers’ learning in economics education at an open distance e-Learning (ODeL) university. Design/methodology/approach This exploratory study used a quantitative approach and online survey design. The sample consisted of 214 Postgraduate Certificate in Education (PGCE) and 157 Baccalaureus Educationis (BEd) (senior and further education and training phase) student teachers. A closed structured online questionnaire, Flipped Classroom Pedagogy Questionnaire, designed on a four-point Likert scale, was used to collect data. Descriptive and inferential data were computed to explore student teachers’ learning to teach an economics education in a teacher education course. Ethical clearance was granted and therefore adheres to the policy on research ethics of the university. Findings Empirically, the findings of this paper revealed that the FCP digital pedagogy enhanced economics students’ academic performance and perceptions in an online open distance learning environment. Furthermore, student teachers perceived that the functionality of the FCP experience as an online strategy was useful and effective for their learning. Therefore, these findings confirmed and extended what is revealed by earlier research studies regarding the debate on the usefulness of the FCP approach as a powerful technology-integrated teaching design in teacher education courses. Research limitations/implications The findings of this investigation could not be generalised because a small sample was selected. Further investigation is needed regarding comparing other similar modules of the PGCE/BEd (senior and FET phase) programmes over a longer investigative period in the college. Further research should be explored, employing a mixed-methods approach on how student teachers perceived academic support in the FCP strategy towards self-directed learning. Practical implications Ultimately, several implications for using the FCP approach emerged, in particular for rethinking teacher education programmes to support and accommodate the digital learner. To implement this approach successfully, faculties should formulate clear intended outcomes for implementing the FCP pedagogical approach. In addition, faculties at higher education institutions should seriously consider the merits of the FCP approach in order to avoid becoming redundant. Therefore, lecturers who intend to use this strategy either through a contact, blended or ODeL mode of delivery, are compelled to provide consistent, ongoing constructive feedback and monitoring required learning tasks. Social implications The paper empowers PGCE/BEd (senior and FET phase) students to teach the subject in a diverse society. Originality/value This research study has shown that student teachers perceived an FCP approach in an online platform as an empowering tool that is both effective and useful and that positively impacts on their lived experience in an ODeL context. It extends the epistemology (subject of knowledge) of the effectiveness of the FCP strategy as an enhancer for student learning in an ODeL environment, teacher education in particular. Furthermore, a noteworthy contribution is made towards the application of the FCP as one of the digital pedagogies in teaching economics in an ODeL context. This exploratory study also makes a methodological contribution to the validation of an online data collection instrument for use in future studies.

Conceptualising and enacting the critical imagination through a critical writing pedagogy

2017 ◽  
Vol 16 (2) ◽  
pp. 178-193 ◽  
Author(s):  
Belinda Mendelowitz
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Critical Literacy ◽  
Writing Pedagogy ◽  
Gender Issues ◽  
Small Sample ◽  
Content Type ◽  
Critical Writing ◽  
Critical Imagination ◽  
The Relationship

Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take. Design/methodology/approach This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically. Findings A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing. Research limitations/implications Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts. Practical implications The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms. Originality/value This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy.

Second-career teachers’ workplace learning and learning at university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Keck Frei ◽  
Mirjam Kocher ◽  
Christine Bieri Buschor
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Life Experience ◽  
Qualitative Content Analysis ◽  
Career Change ◽  
Special Focus ◽  
Content Type ◽  
The University

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation

2018 ◽  
Vol 14 (4) ◽  
pp. 816-827 ◽  
Author(s):  
Carmel Roofe
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Social Responsibility ◽  
Standardized Testing ◽  
School Violence ◽  
Student Teachers ◽  
Teacher Educators ◽  
Ad Hoc ◽  
Structured Interview ◽  
Content Type

Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.

An exploratory study of team conflict in the capital investment decision-making process

2018 ◽  
Vol 11 (4) ◽  
pp. 960-985
Author(s):  
Frank Lefley
Keyword(s):  
Decision Making ◽  
Team Performance ◽  
Exploratory Study ◽  
Capital Investment ◽  
Small Sample ◽  
Sample Number ◽  
Content Type ◽  
Team Conflict ◽  
Investment Appraisal ◽  
Personal Conflict

PurposeThe purpose of this paper is to explore the current management perceptions regarding conflict within teams, specifically looking at capital investment appraisals, with the aim of improving team performance.Design/methodology/approachThe research was undertaken in two stages. The first stage is based on a postal questionnaire survey relating to the appraisal of capital investments, addressed to large UK organisations. The second stage was conducted through semi-structured interviews, which were followed by a short-questionnaire sent out by e-mail, and designed from the information obtained from the interviews. The research is both qualitative and quantitative.FindingsFrom the exploratory study, the author was able to identify and further investigate what the author’s respondents termed “personal” and “departmental” conflicts, as well as what the author perceived to be “good” (positive) conflict and “bad” (negative) conflict. The author finds that controlled “departmental” conflict may lead to enhanced decision making, while “personal” conflict may be destructive and lead to non-optimal decision making. The author also identified the importance of the investment appraisal “procedure” as distinct from the individual models used, and suggests that this is one way of controlling conflict within teams.Research limitations/implicationsThe research is limited by the fact that it is based on individual perceptions of a small sample number. However, the sample consists of some of the most senior executives from the largest UK organisations whose views are usually difficult to obtain by academics.Practical implicationsIt provides senior managers with a comprehensive view, by their peers, and a better understanding of team conflict, especially with regard to “personal” and “departmental” conflicts; thus, allowing them to manage teams more efficiently in the future.Originality/valueThe research is unique in that it focusses on conflict within teams that are given the specific task of appraising capital projects and it theorises on what the respondents’ terms “departmental” and “personal” conflict. It brings up-to-date, managements’ current perception of team conflict and contributes to the ongoing search for a better understanding of conflict within business teams, and ultimately to an enhanced team performance and improved decision making.

Lesson study in Dutch initial teacher education explored: its potential and pitfalls

2020 ◽  
Vol 9 (4) ◽  
pp. 351-365
Author(s):  
Tijmen M. Schipper ◽  
Sui Lin Goei ◽  
Wouter R. Van Joolingen ◽  
T. Martijn Willemse ◽  
Evelien C. Van Geffen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Lesson Study ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Target Groups ◽  
Content Type ◽  
Time Planning ◽  
Practical Implications

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

Lesson study with didactical engineering for student teachers in Brazil

2019 ◽  
Vol 9 (2) ◽  
pp. 127-138
Author(s):  
Aluska Dias Ramos de Macedo ◽  
Paula Moreira Baltar Bellemain ◽  
Carl Winsløw
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Design Methodology ◽  
Content Type ◽  
Strong Potential ◽  
Didactical Engineering

Purpose The purpose of this paper is to experiment with ideas from didactical engineering (DE) in student teachers’ first experience with lesson study (LS). Design/methodology/approach This is a case study. Findings LS in pre-service education can be enhanced by elements from DE. Originality/value The idea indicated in the purpose is new and holds strong potential for the use of LS in teacher education.

scholarly journals Understanding student perceptions and motivation towards academic blogs: An exploratory study

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Liping Deng ◽  
Allan H. K. Yuen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Student Teachers ◽  
Student Perceptions ◽  
Exploratory Study ◽  
Critical Role ◽  
Mediating Factors ◽  
Exploratory Approach ◽  
Perceived Values ◽  
Practical Implications

<span>The success of academic blogs depends on the participation and engagement of students. Taking an exploratory approach, this study aims to develop a better understanding of the perceptions of student teachers towards academic blogging, and the factors that motivate them to write academic blogs voluntarily. Drawing on data gathered from questionnaires, interviews, and content analysis of blog posts, the study reveals a set of mediating factors in individual, social and academic dimensions, among which students' perceived values of blogs play a critical role. Our findings have methodological and practical implications for researchers and teachers interested in academic blogs, especially for those in the field of teacher education.</span>

scholarly journals “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Theory And Practice ◽  
Future Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The Usa ◽  
The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

Implementation of Flipped Classroom at Malaysia's Teacher Education Institute

2019 ◽  
pp. 105-122
Author(s):  
Malar Muthiah ◽  
Raamani Thannimalai
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Student Centered ◽  
Classroom Activities ◽  
Learning Instruction ◽  
Teacher Education Institutions ◽  
Definition Of ◽  
History Test

In a teacher education institute in Malaysia, blended learning is considered as a strategic and effective learning instruction with unique features to help improve student-teacher's discussion skills, improve their communities of practice, and achieve their course purposes. One of the tools of blended learning is flipped classroom. Flipped classroom should be implemented especially among student teachers. The definition of flipped classroom was explained in detail, and furthermore, flipped classroom activities are based on social and cognitive constructivist theory that is suitable to be implemented in teacher education institutions in Malaysia because it is student-centered and involved students actively during the learning process. A research done in one of the teacher education institutions was discussed to find out the effect of flipped classroom in achievement history test and motivation among the 20 student teachers who enrolled for Early European History until 21st Century as one of their major papers.

Modifications to global supply chain management strategies resulting from recent trade disruptions: an exploratory study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeffrey E. Johnson ◽  
Peter Haug
Keyword(s):  
Supply Chain ◽  
Sample Size ◽  
Exploratory Study ◽  
Risk Mitigation ◽  
Small Sample Size ◽  
Small Sample ◽  
Global Supply Chain ◽  
Content Type ◽  
Building Inventory ◽  
Recent Emergence

Purpose The purpose of this study is to explore modifications to the supply chain strategies of international manufacturers resulting from recent momentous trade disruptions, including the US-China trade war, global tariff escalations, Brexit and heightened geopolitical tensions. Design/methodology/approach The research methodology consisted of a series of in-depth personal interviews with senior supply chain executives of six large US international manufacturers. Findings The study identified several short-term reactive strategies taken, including pulling purchase orders or production forward, building inventory and applying for exceptions from tariffs, along with longer-term proactive strategies such as shifting and expanding supplier and manufacturing locations. Research limitations/implications The study’s limitations involve its small sample size and its findings being industry and company-specific to a limited number of firms. While the sample size was deemed sufficient for this exploratory study, larger sample sizes and subsequent industry-specific analyses are recommended. Practical implications The global supply chain modifications effectively used by the firms in the study can offer guidance for practitioners facing similar challenges following major trade disruptions. Originality/value Due to the very recent emergence of the trade disruptors examined in this study, extant literature is limited. Hence, the findings noted in the paper offer not only guidance for practitioners but also make a strong contribution to research and literature on global supply chain risk management and disruption risk mitigation.

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