scholarly journals Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation

2020 ◽  
pp. 1-11
Author(s):  
David Hortigüela-Alcalá ◽  
Antonio Calderón ◽  
Gustavo González-Calvo
Keyword(s):  
Preservice Teachers ◽  
Academic Motivation ◽  
Professional Competence ◽  
National Curriculum ◽  
Learning To Teach ◽  
Sport Education ◽  
Teaching Competence ◽  
Quasi Experimental ◽  
Group Interviews ◽  
The Impact

Purpose: To compare the impact of the experience of learning to teach sport education on preservice teachers’ (from Spain, Chile, and Mexico) perceived professional competence, autonomy, and academic motivation and to explore participants’ perceptions of their country’s sociocultural and curricular aspects that may influence sport education implementation. Method: Framed by the “pedagogy of dialogue” and a “living the curriculum” approach, three consecutive miniseasons on alternative invasion games were enacted (n = 30 lessons). A quasi-experimental pre- and posttest mixed-methods design was followed, with a total of 163 preservice teachers. The quantitative data on preservice teachers’ teaching competence, autonomy, and academic motivation were collected through three validated questionnaires. Focus group interviews and field notes were used to gather qualitative information. Results: The main quantitative analysis exposed no relevant differences among the transcultural sample of preservice teachers related to the analyzed variables. Qualitative analysis showed the power of contextual factors to filter preservice teachers’ understanding of the model. Conclusions: The dialogical nature of the approach and the miniseason structure allowed the preservice teachers to achieve a better understanding of the pedagogy of sport education and to optimize their motivation to use it in the future. The rigidity of the national curriculum and the custodial nature of school reality, however, present strong barriers to this end.

scholarly journals Mixed Study on the Impact of a Technology-Based Retirement Preparation Program: Tech-Retired. Protocol Study

2021 ◽  
Vol 20 ◽  
pp. 160940692110034
Author(s):  
María del Carmen Miranda-Duro ◽  
Laura Nieto-Riveiro ◽  
Patricia Concheiro-Moscoso ◽  
Betania Groba ◽  
Marta Carracedo-Vázquez ◽  
...  
Keyword(s):  
Healthy Aging ◽  
Action Plan ◽  
Preparation Program ◽  
Participatory Action ◽  
Retirement Preparation ◽  
Quasi Experimental ◽  
Euroqol 5D ◽  
Group Interviews ◽  
Protocol Study ◽  
The Impact

Background: Despite the increase in the older-adults’ population and recognizing retirement as one of the most changeable life stages, most Spanish people do not perform a retirement preparation program. The adaptation and preparation for retirement are needed to ensure adequate active and healthy aging. Objectives: The study aims to know about the experience with the retirement process of a retired people’s group and understand the impact on their quality-of-life and behavior change of a Personalized Retirement Preparation Program using technological devices. Participants: People retired who have enjoyed paid employment and have never done a preparation program for retirement. Methods: The present study is a mixed design consisting of a Participatory-Action-Research and a quasi-experimental study. The qualitative tools used were semi-structured individual, group interviews, and field diary, and the quantitative tools were the sociodemographic variables sheet and the EuroQol-5D-5 L scale. Action plan development: It was developed with 26 participants divided into three groups, during five presential sessions, and using technological resources. Data analysis: It consists of the comparison pre-post action plan along with analysis of the interview transcriptions with a parallel convergent analysis between qualitative and quantitative data. Ethics: The Research Ethics Committee of Galicia has approved the protocol.

scholarly journals From Dependence to Independence

2021 ◽  
Author(s):  
Intan Azura Mokhtar ◽  
Shaheen Majid ◽  
Schubert Foo
Keyword(s):  
Control Group ◽  
Mediated Learning ◽  
Control Group Design ◽  
Student Responses ◽  
Quasi Experimental ◽  
Information Skills ◽  
Group Interviews ◽  
Library Skills ◽  
The Impact ◽  
The Relationship

Although it is widely believed that information literacy (IL) competencies are useful in helping students perform better in their schoolwork and beyond, limited empirical evidence is available showing the relationship between IL competencies and IL education. While a lot of research has been done worldwide and most of the findings have proven that IL is a much-needed skill by students, little research has been conducted on IL teaching approaches or what is termed IL pedagogy. To date, studies on IL have mainly focused only on students’ information skills per se, on library skills or on ICT education. None of these studies has assessed the different approaches to IL education. This paper provides an overview of a research study that investigates the impact of an IL teaching approach in the form of personalised coaching, which is grounded in the pedagogy known as mediated learning, on students’ level and applicability of IL competencies. Through the application of a quasi-experimental pretest-posttest control-group design, as well as student responses in the post-experiment semi-structured group interviews, it was found that personalised coaching (or mediated learning) helps students perform better in the learning and application of IL competencies.

scholarly journals Cultivating reflexivity in social work students

2012 ◽  
Vol 11 (1) ◽  
pp. 54-74
Author(s):  
Grace S.M. Leung ◽  
Debbie O.B. Lam ◽  
Amy Y.M. Chow ◽  
Daniel F.K. Wong ◽  
Catherine L.P. Chung ◽  
...  
Keyword(s):  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Focus Group Interviews ◽  
Social Work Educators ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Work Education ◽  
Experimental Group ◽  
Over Time

Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.

The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

2014 ◽  
Vol 10 (3) ◽  
pp. 60-76 ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Expectancy Value ◽  
Quasi Experimental ◽  
The Impact

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.

The Three-Minute-Rehearsal Cycle of Enactment and Investigation: Preservice Secondary Mathematics Teachers Learning to Elicit and Use Evidence of Student Thinking

2019 ◽  
Vol 8 (1) ◽  
pp. 22-48
Author(s):  
Fran Arbaugh ◽  
Duanne Graysay ◽  
Nursen Konuk ◽  
Ben Freeburn
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Secondary Mathematics ◽  
Learning Opportunities ◽  
Learning To Teach ◽  
Student Thinking ◽  
National Council ◽  
Design Learning ◽  
The Impact

In the last decade, mathematics teacher educators have begun to design learning opportunities for preservice mathematics teachers using a pedagogies-of-practice perspective. In particular, learning cycles provide a structure for engaging PSTs in learning to teach through the use of representations, approximations, and decompositions of practice (Grossman et al., 2009). In this article, we provide details of one learning cycle designed to support secondary mathematics preservice teachers' learning to elicit and use evidence of student thinking and pose purposeful questions (National Council of Teachers of Mathematics, 2014). Through qualitative analyses conducted on learning reflections, we provide evidence of the impact on engagement of this cycle through the lens of the Framework for Learning to Teach (Hammerness et al., 2005).

scholarly journals Productivity, Profits, and Pay: A Field Experiment Analyzing the Impacts of Compensation Systems in an Apparel Factory

2019 ◽  
Author(s):  
Niklas Lollo ◽  
Dara O'Rourke
Keyword(s):  
Field Experiment ◽  
Waste Reduction ◽  
Focus Group Interviews ◽  
Team Members ◽  
Productivity Losses ◽  
Compensation Systems ◽  
Financial Benefits ◽  
Quasi Experimental ◽  
Group Interviews ◽  
The Impact

Factory worker pay in global value chains remains a contentious issue. In this paper, we evaluate a two-year field experiment in an apparel factory to analyze altered compensation systems designed to increase worker pay while supporting factory goals around productivity and profitability. Using a quasi-experimental design, with unique data on wages, hours, productivity, quality, and worker engagement, we estimate the impact of three altered compensation systems on pay, productivity, and factory profits. The compensation systems can be described as: 1) an improved productivity-based scheme, 2) a scheme that brings quality and waste reduction into the calculation; and 3) a “target wage” scheme. Overall, the treatments raised wages by 4.2-9.7% and increased productivity by 8-10% points. Management reported significant financial benefits from the experiment, including increased profits for five of six lines, and avoided costs and productivity losses due to decreased turnover. The factory workers, through focus-group interviews before, during, and after the intervention, reported improved relations with team members and managers. This study demonstrates altered factory compensation can support better factory performance and a better paid workforce, indicating a path towards advanced supply chains with improved wages.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

scholarly journals Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021 ◽  
Vol 13 (13) ◽  
pp. 7092
Author(s):  
Yi-Chieh Chen ◽  
Kuo-Kuang Fan ◽  
Kwo-Ting Fang
Keyword(s):  
Cognitive Load ◽  
Mobile Devices ◽  
Teaching Strategy ◽  
Group Interaction ◽  
Private University ◽  
Load Level ◽  
Control Group ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Experimental Group

Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

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