Impact of a Training Program on Preservice Teachers’ Ability to Negotiate With Elementary Students While Teaching Skill Themes

2021 ◽  
pp. 1-9
Author(s):  
Zachary Wahl-Alexander ◽  
Matthew Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Training Program ◽  
Field Experience ◽  
Participant Observation ◽  
Role Playing ◽  
Early Field Experience ◽  
Stimulated Recall ◽  
Program Components ◽  
Stimulated Recall Interviews ◽  
The Impact

Purpose: To determine the impact of a training program on the ability of preservice teachers (PTs) to negotiate with their students while teaching through the skill themes approach during an early field experience. Method: Participants were 11 PTs who were given specific training on how to negotiate with their students. Data on their ability to negotiate were collected during the early field experience with six qualitative techniques (journaling, document analysis, participant observation, and formal, informal, and stimulated recall interviews) and were analyzed using standard interpretive techniques. Findings: The training program was effective. Patterns of negotiation observed for both PTs and students improved as the PTs’ skill themes units progressed. The volume of positive negotiations increased and the volume of negative negotiations decreased. Key training program components were lecture/discussions, film, journaling, and role playing. Conclusions: Training PTs to negotiate can help them improve their teaching through the skill themes approach. Ability to negotiate may distinguish between effective and ineffective PTs who otherwise have similar pedagogical skills.

scholarly journals Intrepid Teacher Abroad

2019 ◽  
Vol 7 (4) ◽  
pp. 172-195
Author(s):  
Teresa Cotner
Keyword(s):  
Preservice Teachers ◽  
Teacher Knowledge ◽  
Field Experience ◽  
Participant Observation ◽  
Community Center ◽  
Short Term ◽  
Early Field Experience ◽  
Field Notes ◽  
Participant Observer

This study describes development of teacher knowledge through a short term, early field experience, for preservice teachers who taught place-based art lessons in a community-center in Japan. Eight U.S. undergraduate, pre-credential students participated in this study. The author of this paper, a participant observer, collected and examined pre- and post-questionnaire responses, participant observation field notes, photographs, and one three-years-after reflection, through constant comparison, thematic analysis, and explanatory case study.  This study found no negative outcomes for preservice teachers. Findings from this study concur with a growing body of literature that explores how a short term, international, early field experience can foster the development of teacher knowledge, including pedagogy, subject matter, students and environmental context, and further suggest that short term, international, early field experiences teaching place-based art can foster professional achievement.

Preservice Teachers Learning about Students and the Teaching-Learning Process

2000 ◽  
Vol 20 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Marianne Woods ◽  
Grace Goc Karp ◽  
Elizabeth Escamilla
Keyword(s):  
Preservice Teachers ◽  
Teacher Research ◽  
Field Experience ◽  
Peer Interactions ◽  
Research Process ◽  
Early Field Experience ◽  
Student Centered ◽  
Curriculum Instruction ◽  
Teaching Learning ◽  
Secondary Methods

This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the EFE. The prevailing themes indicated that PTs came to know more about student motivation and interests, characteristics, and peer interactions. More importantly, much of their data challenged previous beliefs and assumptions about students, as PTs began making connections between their newfound knowledge of students and its implications for curriculum, instruction, and management decisions.

scholarly journals Students’ Self-Organization of the Learning Environment during a Blended Knowledge Creation Course

2021 ◽  
Vol 11 (10) ◽  
pp. 580
Author(s):  
Giuseppe Ritella ◽  
Fedela Feldia Loperfido
Keyword(s):  
Undergraduate Students ◽  
Knowledge Creation ◽  
Participant Observation ◽  
Self Regulation ◽  
Cultural Models ◽  
Self Organization ◽  
Learning Approaches ◽  
Offline Learning ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews

Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students’ choices related to self-organization.

scholarly journals “The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers

2019 ◽  
Vol 38 (4) ◽  
pp. 377-387 ◽  
Author(s):  
Shrehan Lynch ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Thematic Analysis ◽  
Teacher Educator ◽  
Data Sources ◽  
Problem Posing ◽  
Critical Awareness ◽  
Stimulated Recall ◽  
Inquiry Approach ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

The Impact of a Critically Oriented Physical Education Teacher Education Course on Preservice Classroom Teachers

2007 ◽  
Vol 26 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Matthew D. Curtner-Smith
Keyword(s):  
Critical Incident ◽  
Field Experience ◽  
Methods Course ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Early Field Experience ◽  
Physical Education Teacher Education ◽  
Conventional Methods ◽  
The Impact ◽  
Analytic Induction

Studies of the influence of conventional methods courses on preservice classroom teachers (PCTs) have provided mixed results. The purpose of the study described in this paper was to break new ground and examine the effects of a critically oriented 6-week methods course and a 9-week early field experience on one class of 24 PCTs. Data were collected during and immediately after the early field experience by asking PCTs to complete critical incident reflective sheets, success/nonsuccess critical incident reflective sheets, and an anonymous reflective questionnaire. Analytic induction was used to analyze them. Results indicated that PCTs were able to reflect at a technical and practical level and achieved many of the goals at which conventional methods courses are aimed. Conversely, there were few examples of critical reflection. Personal, cultural, and programmatic factors explaining this finding are discussed.

Field Experience

2019 ◽  
pp. 481-508
Author(s):  
Sean Robert Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Field Experience ◽  
Clinical Teaching ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Early Field Experience ◽  
Departments Of Education ◽  
Potential Benefits

This chapter presents an overview of preservice field experiences in music teacher education. Field experience, also termed fieldwork, early field experience, clinical practice, clinical teaching, extern teaching, or practicum, refers to teaching and/or observation experiences undertaken by preservice teachers within P-12 classrooms or other off-campus settings as part of curricula leading to teacher certification prior to the student teaching semester. Field experience is a common curricular requirement or standard among university teacher education programs, state departments of education, and higher education accrediting agencies. The chapter examines current practices and addresses potential benefits and problems associated with various field experience arrangements. Finally, it explores innovative approaches to field experience, poses questions for consideration, and suggests implications for practice and research.

scholarly journals Preservice Music Teacher Occupational Identity Development in an Early Field Experience

2020 ◽  
Vol 30 (1) ◽  
pp. 39-52
Author(s):  
Olivia Gail Tucker
Keyword(s):  
Preservice Teachers ◽  
Identity Development ◽  
Teacher Educators ◽  
Field Experience ◽  
Music Teachers ◽  
Teaching Experience ◽  
Music Teacher ◽  
Occupational Identity ◽  
Early Field Experience ◽  
Student Interactions

Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates’ transitions into the teacher role. The purpose of this instrumental case study was to examine the occupational socialization and identity development of preservice music teachers in an early field teaching experience with a focus on preservice teacher and P–12 student interactions. I conducted observations, interviews, and a demographic survey during a semester-long early field experience. Findings centered around (a) the dynamic nature of preservice teachers’ identities; (b) the importance of peers, music teacher educators, and students to preservice participants as they engaged in the process of becoming music teachers, and (c) the momentary embodiment of music teacher and student roles. I connect these findings to prior research and suggest implications.

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