scholarly journals “I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

2017 ◽  
Vol 36 (4) ◽  
pp. 445-454 ◽  
Author(s):  
Michelle Dillon ◽  
Deborah Tannehill ◽  
Mary O’Sullivan
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Experiential Learning ◽  
Student Learning ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Valuable Insight ◽  
Experiential Approach ◽  
School Placement ◽  
Insight Into

In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

scholarly journals Gaining insight into teaching profession by using film: a preservice teachers’ experience

2019 ◽  
Vol 290 ◽  
pp. 13003
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Research Question ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Instructional Tools ◽  
Analysis Technique ◽  
Second Year ◽  
Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

scholarly journals Understanding students' use of mathematical processes during a digital escape game

2021 ◽  
Vol 26 ◽  
pp. 123-129
Author(s):  
Megan Clune
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Student Learning ◽  
Mathematics Classroom ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Student Needs ◽  
School Students ◽  
Essential Component

Mathematical processes have long been considered an essential component of meaningful learning in mathematics, yet these processes can sometimes be invisible in the mathematics classroom or in learning experiences. This discussion uses the context of a purpose-designed, innovative ‘digital escape’ game to illustrate how digital experiences might bring mathematical processes to the fore of student learning while offering other affordances only seen in the online space. This article reports on a pilot study conducted with 12-15-year-old school students with the aim of determining if a digital escape game could promote the use of mathematical processes. During the digital escape game, it was found that students engaged with problem-solving, reasoning, communication and made connections within, across and beyond mathematics. The preliminary findings demonstrate how digital experiences may enrich the use and development of core mathematical processes, and it is argued that teachers could use their own expertise and knowledge of their learners to design such experiences, catering to student needs and interests.

Perspectives and Implementation of ICT in Teacher Education

2020 ◽  
pp. 321-333
Author(s):  
Robert Akinade Awoyemi ◽  
Richard Dolapo Awoyemi
Keyword(s):  
Teacher Education ◽  
Experiential Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Meaningful Learning ◽  
Vital Role ◽  
Point Of View ◽  
Experiential Learning Theory ◽  
Processing Theory ◽  
Integration Of Ict

This chapter evaluates teacher education from a technological point of view in relation to its conventional perspectives, where teacher education was appraised in conjugation with ICT. The integration of ICT in teacher education is a means of supporting high quality teaching and learning, involving teacher educators and teachers, which requires how best to explore the utilization of technologies for meaningful learning of students. In the course of this discourse, it was ratiocinated that ICT plays a vital role in teacher education. In the field of teacher education, ICT-based applications and their integration with content and pedagogy are potential catalysts for meaningful learning of students. Finally, the behaviourist theory, the experiential learning theory, and the information processing theory were employed respectively to discuss the theoretical framework of this chapter to assert the pertinence of ICT in teacher education.

scholarly journals Under lupen - Praksislæreres observasjonspraksis i barnehagen

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Johanna Birkeland ◽  
Elin Eriksen Ødegaard
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Language Development ◽  
Student Learning ◽  
Kindergarten Teacher ◽  
Mixed Methods Study ◽  
Everyday Work ◽  
New Knowledge ◽  
Insight Into

Artikkelen presenterer resultater fra en studie om praksislæreres doxa. Gjennom en Mixed Methods-studie gis innsikt i hvordan barnehagelærere (praksislærere) snakker om hvordan, når og hvorfor de observerer. Analyse av praksislæreres italesettelser gir innsikt i diskursive vilkår praksisstudier gir for studenters læring om observasjon. Studien indikerer et brudd mellom barnehagelærerutdanningens mål og undervisning og praksislærernes bruk av og begrunnelser for observasjon. Studien viser at barnehagelærere oppgir samspill barn -barn og språk som hovedfokus i observasjonsarbeidet, mens barns medvirkning ikke oppgis som fokus. Videre viser studien at praksislærere i svært liten grad bruker systematisk og skriftlig observasjon i det daglige arbeidet. De oppgir mangel på tid som årsak til dette. Forfatterne reiser spørsmål om hvorvidt dette også kan skyldes mangel på nyere metodekunnskap.This article presents results from a study of in-service teachers’ doxa; how they talk about use and reasons for observation in kindergarten. The study provides new knowledge about the lack of coherence between kindergarten teacher education and in-service education. Through a Mixed Methods study we gain insight into how in-service teachers explain how, when and why they observe. Analysis provides insight into the discursive conditions for student learning about observation. The study reveals two main topics for in-service teachers’ observations: interplay between children and language development; however they do not include children’s right to influence. Moreover, the study shows that systematic written observations in everyday work seldom is done due to lack of time. The authors raise the question if another reason could be lack of new methodological knowledge.

scholarly journals Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE™ Research

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Zara Ersozlu ◽  
Susan Ledger ◽  
Alpay Ersozlu ◽  
Fiona Mayne ◽  
Helen Wildy
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Data Collection ◽  
Research Methods ◽  
Research Design ◽  
Mixed Reality ◽  
Initial Teacher Education ◽  
Single Subject ◽  
Valuable Insight ◽  
Area Of Interest

TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”

Study of the resistor material of an automotive spark plug by use of the charge-up effect along with elemental mapping in an electron microprobe

1991 ◽  
Vol 49 ◽  
pp. 742-743
Author(s):  
D. R. Liu ◽  
S. S. Shinozaki ◽  
J. S. Park ◽  
B. N. Juterbock
Keyword(s):  
Electron Microprobe ◽  
Present Report ◽  
Coated Sample ◽  
Valuable Insight ◽  
Elemental Mapping ◽  
Spark Plug ◽  
Carbon Coated ◽  
Electron Image ◽  
Electron Imaging ◽  
Insight Into

The electric and thermal properties of the resistor material in an automotive spark plug should be stable during its service lifetime. Containing many elements and many phases, this material has a very complex microstructure. Elemental mapping with an electron microprobe can reveal the distribution of all relevant elements throughout the sample. In this work, it is demonstrated that the charge-up effect, which would distort an electron image and, therefore, is normally to be avoided in an electron imaging work, could be used to advantage to reveal conductive and resistive zones in a sample. Its combination with elemental mapping can provide valuable insight into the underlying conductivity mechanism of the resistor.This work was performed in a CAMECA SX-50 microprobe. The spark plug used in the present report was a commercial product taken from the shelf. It was sectioned to expose the cross section of the resistor. The resistor was known not to contain the precious metal Au as checked on the carbon coated sample. The sample was then stripped of carbon coating and re-coated with Au.

Quantum Mechanical Interpretation of the Ultra-Low Energy Methyl-Rotation Dynamics in Porous Metal-Organic Frameworks Probed by Low-Frequency Vibrational Spectroscopy and ab initio Simulations

2018 ◽  
Author(s):  
Qi Li ◽  
Adam J. Zaczek ◽  
Timothy M. Korter ◽  
J. Axel Zeitler ◽  
Michael T. Ruggiero
Keyword(s):  
Ab Initio ◽  
Metal Organic Frameworks ◽  
Low Frequency ◽  
Rotor Dynamics ◽  
Quantum Mechanical ◽  
Valuable Insight ◽  
Void Space ◽  
Ab Initio Simulations ◽  
Metal Organic ◽  
Insight Into

<div>Understanding the nature of the interatomic interactions present within the pores of metal-organic frameworks</div><div>is critical in order to design and utilize advanced materials</div><div>with desirable applications. In ZIF-8 and its cobalt analogue</div><div>ZIF-67, the imidazolate methyl-groups, which point directly</div><div>into the void space, have been shown to freely rotate - even</div><div>down to cryogenic temperatures. Using a combination of ex-</div><div>perimental terahertz time-domain spectroscopy, low-frequency</div><div>Raman spectroscopy, and state-of-the-art ab initio simulations,</div><div>the methyl-rotor dynamics in ZIF-8 and ZIF-67 are fully charac-</div><div>terized within the context of a quantum-mechanical hindered-</div><div>rotor model. The results lend insight into the fundamental</div><div>origins of the experimentally observed methyl-rotor dynamics,</div><div>and provide valuable insight into the nature of the weak inter-</div><div>actions present within this important class of materials.</div>

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