Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context

2020 ◽  
pp. 45-64 ◽  
Author(s):  
Jackie Marshall Arnold ◽  
Mary-Kate Sableski
Keyword(s):  
Literacy Instruction ◽  
Digital Literacy ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Face To Face ◽  
The Face ◽  
Collaborative Context ◽  
Future Practice

Digital storytelling is a way to utilize evidence-based practices in an online context that incorporates foundational literacy content with digital tools. Two literacy professors sought to maximize candidate learning and engagement through authentic, purposeful practices. This chapter details the utilization of a digital literacy portfolio assignment as part of an online, collaborative context to facilitate candidates' articulation of beliefs and understandings about effective literacy instruction. As candidates engage across both the face-to-face and online contexts, they develop understandings about effective literacy instruction, the application of digital tools in the classroom instruction, and a lived sense of the content of the ILA Standards that will inform their future practice. While teacher education programs face political scrutiny and intense pressure to incorporate vast amounts of content, the assignment described in this chapter provides an opportunity to facilitate candidates' learning in an online environment.

Support and assist: approaches to mentoring in a yearlong teacher residency

2016 ◽  
Vol 5 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Rachel Roegman ◽  
Emilie Mitescu Reagan ◽  
A. Lin Goodwin ◽  
Julia Yu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technical Assistance ◽  
Critical Role ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Self Assessments ◽  
Teacher Residency

Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

Training Teachers for a Virtual School System

2013 ◽  
pp. 1398-1415
Author(s):  
Michael K. Barbour
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Virtual Schools ◽  
Virtual School ◽  
Teacher Education Programs ◽  
Full Time ◽  
Education Programs ◽  
Face To Face ◽  
Cyber Schools ◽  
K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers

2008 ◽  
Vol 14 (8) ◽  
pp. 472-478
Author(s):  
Gina Post ◽  
Stephanie Varoz
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Study Groups ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Strategies ◽  
Practicing Teachers ◽  
Field Placements

Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).

A study of the mobility of mainland students

2019 ◽  
Vol 34 (2) ◽  
pp. 279-295
Author(s):  
Ping Man Wong ◽  
Alan Cheung ◽  
Wai Wa Yuen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Education Programs ◽  
International Mobility ◽  
Research Directions ◽  
Content Type ◽  
Factors Affecting ◽  
Global Movement ◽  
Using Data ◽  
Undergraduate Programs

Purpose The purpose of this paper is to contribute to a better understanding of the international mobility of mainland students in special administrative regions of China and in places outside China. Design/methodology/approach There have been studies using the framework of push–pull and reverse push–pull factors to explore the movement of mainland students to North America, Australia, Singapore and Hong Kong. This study follows up by exploring such research directions in Macau, which is another special administrative region of China. Different from previous studies, the sample of this study came specifically from 130 students enrolling in teacher education undergraduate programs in Macau. Findings In this study, using data collected from questionnaires and interviews, the factors affecting mainland student teachers’ choice of Macau as a place for their undergraduate studies are examined. Other related issues such as the challenges these students face and their intentions after their graduation are also studied. Originality/value The data collected for this study were primary and original, drawing specifically from students enrolling teacher education programs. Following the various studies on the global movement of mainland students, this study aimed at understanding mainland students’ mobility pattern in one of China’s special administration regions, Macau. In this regard, cultural identity and cultural factors were considered on top of other factors.

Using Data for Program Improvement in Teacher Education: A Study of Promising Practices

2020 ◽  
Vol 122 (3) ◽  
pp. 1-48
Author(s):  
Susannah C. Davis ◽  
Charles A. Peck
Keyword(s):  
Teacher Education ◽  
Data Use ◽  
Program Improvement ◽  
Institutional Setting ◽  
Teacher Education Programs ◽  
Education Programs ◽  
High Data ◽  
Faculty And Staff ◽  
Using Data ◽  
Policies And Practices

Background/Context Contemporary accountability policies in teacher education often require that programs systematically use data for program improvement. However, social science research from multiple fields of human service suggests that the challenges of using data involve much more than creating policies and related information technologies to support collection, archival, and analysis of information about program outcomes. In this study we investigated organizational policies and practices implemented within ten high data-use teacher education programs to support faculty and staff engagement with opportunities to use a variety of data for the purposes of program improvement. Purpose/Objective/Research Question What organizational tools, policies, and practices are associated with systematic use of data for program improvement in high data-use teacher education programs? Research Design We used qualitative field research methods to study a set of teacher preparation programs situated in institutions that varied considerably in size, mission, and organizational structure. Using a comparative case-study approach, we hoped to identify a set of practices that were robust across variations in institutional setting and that therefore might be useful to other teacher educators as they attempt to navigate the pressures of current accountability mandates in ways that are consonant with their aspirations for program improvement. Conclusions/Recommendations Organizational practices associated with high levels of data use in the programs we studied included the allocation of specific times and places to allow thoughtful engagement with opportunities to use data in deliberation of program actions, as well as the integration of these activities into regular organizational routines. Consistent with earlier studies, we found that faculty in these programs more readily and vigorously engaged data-use work organized around local inquiry goals, rather than compliance with external policy mandates or grant expectations. Leadership actions related to establishing local inquiry and program improvement as the primary goal of data-use work appeared to be crucial to motivating faculty and staff to take up opportunities to use data as a resource for learning and program decision-making.

Mental health issues in the schools: are educators prepared?

2014 ◽  
Vol 9 (4) ◽  
pp. 261-272 ◽  
Author(s):  
Amy Andrews ◽  
Mike McCabe ◽  
Taunya Wideman-Johnston
Keyword(s):  
Mental Health ◽  
Teacher Education ◽  
Protective Factor ◽  
Mental Illnesses ◽  
Teacher Education Programs ◽  
Health Practitioner ◽  
Health Issues ◽  
Education Programs ◽  
Content Type ◽  
Mental Health Issues

Purpose – Mental health issues are exceedingly prevalent in society. Approximately one in five people will experience a mental illness within their lifetime and serious mental illnesses are most likely to emerge between the ages of 16 and 24. This research endeavored to gain a better understanding of teachers’ knowledge and perceived roles in dealing with students with mental health issues. The purpose of this paper is to explore teacher education programs and other resources accessible to teachers as well as barriers to their continued learning about issues related to mental health. Design/methodology/approach – In total, 75 secondary school teachers completed an online survey consisting of 42 Likert-style questions constructed with the main objective of the study in mind. The questions were organized under five different subheadings in the survey in order to provide some direction regarding the research questions. Measures of central tendency were utilized to determine frequencies of responses. The researchers created summary tables of the data for analysis purposes. Findings – Teachers indicate that it is within their role to deal with mental health issues, but many do not have the knowledge to do so. Teacher education programs are not providing enough preparation for teachers and, although available, many teachers do not have knowledge of resources produced by interest groups. Research limitations/implications – Teacher education programs, both pre-service and in-sevice, must respond to the needs of teachers. In doing so, the authors can then address the needs of students and assist them in the challenges that mental illnesses present. Practical implications – While an educator's role does not officially include being a mental health practitioner, it is their role to educate all students. This inevitably requires an understanding of the connection between mental health issues and how they affect a student's ability to learn and to live a healthy life. Social implications – Resiliency theory suggests “the most important and consistent protective factor is that of adults caring for children during or after major stressors” (Masten et al., 1991, p. 431). Who better placed to assist them than teachers? Originality/value – This research adds to the ever-increasingly difficulty tasks that teachers are charged with implementing. It identifies a clear need for increased attention to preparing teachers.

Millennial teachers and multiculturalism: considerations for teaching in Uncertain Times

2017 ◽  
Vol 11 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Heidi L. Hallman
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Teacher Educators ◽  
Reciprocal Relationship ◽  
The Internet ◽  
Teacher Education Programs ◽  
Demographic Diversity ◽  
Education Programs ◽  
Content Type ◽  
External Context

Purpose This paper aims to explore the intersection of generational traits of millennial teachers, multiculturalism and teaching in an era of Uncertain Times. Uncertain Times, as a framework for the paper, characterizes changing aspects of the current era in which we live, such as the rise of the internet and interconnectivity, globalization and demographic diversity. The examination of millennial traits works to conceptualize how millennial teachers’ generational traits are always in a reciprocal relationship with Uncertain Times. Design/methodology/approach This paper draws upon life history (Cole and Knowles, 2001; Goodson and Sikes, 2001) and narrative methodologies (Bruner, 2002; Clandinin and Connelly, 2000; Mishler, 1990; Reissman, 2008) as methods appropriate for investigating how millennial teachers understand multicultural teaching in Uncertain Times. In presenting the analysis, a case-centered analysis with the aim of theorizing from the case (Stake, 1995) is pursued. Findings The paper highlights the complexity of millennial teachers’ openness to diversity and multiculturalism. Three themes are illuminated within the findings: the significance of millennial teachers’ generational ethos in their response to multiculturalism; a commitment to teaching “all students”; and teacher education’s role in re-framing multiculturalism in Uncertain Times. Research limitations/implications Millennial teachers may understand diversity and culture through internal processes (belief systems, inclusion, thoughts and feelings) and may also process how the external realities play a part in shaping understandings of diversity. Yet, it may be difficult for them to place the external and the internal in relationship to each other. The paradox that Castells (2010) articulates – of diversity as a uniting but also a dividing force – may be a site of struggle for millennial teachers. Practical implications The paper recommends that teacher educators and teacher education programs re-frame multiculturalism in relationship to Uncertain Times, thereby providing novice teachers with ways to nuance their understanding of and commitment to multicultural education today. Social implications Teacher educators and teacher education programs must work to prepare novice teachers for understanding the salience of diversity. This means going beyond an understanding of diversity and multiculturalism as merely honoring difference. Instead, it means placing these concepts in relation to the external context of Uncertain Times. This will assist novice teachers with recognizing the reciprocal relationship between one’s generational ethos and the external context in which one lives. Originality/value Throughout this paper, the external context in which teachers live and work is characterized through a framework of Uncertain Times, which depicts changing aspects of the current era in which we live. The following factors have been noted as significant: the rise of the internet and interconnectivity, globalization and demographic diversity. This paper considers how millennial teachers (those entering the teaching force today) consider the salience of multiculturalism in Uncertain Times.

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