Cataloguing the Collective Wisdom of Teacher Educators

1985 ◽  
Vol 4 (4) ◽  
pp. 241-255 ◽  
Author(s):  
Andrew Hawkins ◽  
Robert L. Wiegand ◽  
Dennis K. Landin
Keyword(s):  
Teacher Educators ◽  
Strategy Selection ◽  
Descriptive Data ◽  
Specific Data ◽  
Collective Wisdom ◽  
Teacher Trainees ◽  
Logical Point ◽  
Feedback Strategies ◽  
Interpretive Model ◽  
Point Of Departure

Research indicates that feedback given to teacher trainees is often vague and incomplete. Frequently the feedback fails to provide specific strategies designed to improve subsequent teaching performances. This investigation developed a taxonomy of feedback strategies based on the content of data-based feedback provided by teacher educators to teacher trainees in peer teaching. Strategies were categorized to correspond with specific data situations frequently observed in the lessons. A discussion of the rationale for the strategies, coupled with descriptive data on the frequency of strategy selection, revealed much about the interpretive model that teacher educators may superimpose on data. Additional study on the empirical validation of the taxonomy is warranted subsequent to this descriptive/logical point of departure.

Validating the Collective Wisdom of Teacher Educators

1986 ◽  
Vol 5 (4) ◽  
pp. 252-271 ◽  
Author(s):  
Dennis K. Landin ◽  
Andrew Hawkins ◽  
Robert L. Wiegand
Keyword(s):  
Teacher Educators ◽  
Teacher Response ◽  
Collective Wisdom ◽  
Large Classes ◽  
Teacher Trainees ◽  
Dependent Variables ◽  
Process Behavior ◽  
Secondary Methods ◽  
Changing Criterion ◽  
Changing Criterion Design

This investigation sought to validate a taxonomy of strategies used in formulating the feedback supplied to teacher trainees involved in the peer teaching segment of a secondary methods class. Lesson deficiencies were diagnosed through analysis of student and teacher process behavior data. Certain student and teacher response classes were selected for each trainee as dependent variables (DVs) and targeted for improvement. Goals were set for each DV and strategies for improvement were suggested by teacher educators (TEs). These strategies, selected from a taxonomy developed in previous work (Hawkins, Wiegand, & Landin, 1985), served as independent variables (IVs). A modified changing criterion design was employed to evaluate the data. Strategy effectiveness was determined by analyzing the degree to which trainees met data-based goals for the targeted response classes. Results indicated that several strategies seemed useful for a wide variety of activities. Also indicated by the results is the need for teacher trainers to be better prepared to handle large classes.

scholarly journals Using Youtube in Colleges of Education

2020 ◽  
Vol 8 (2) ◽  
pp. 21-24
Author(s):  
A Srinivasacharlu
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Colleges Of Education ◽  
Growing Up ◽  
Learning Tool ◽  
New Methods ◽  
Teacher Trainees ◽  
Present Generation ◽  
Digital Entertainment

Present generation learners are growing up with digitalization. Educators are increasingly understanding and adapting new methods of teaching laced with digitalization. YouTube, an important off shoot of digitalization, is leading the charge as the most multipurpose medium for content transactions in the classroom and outside the classroom. It not only provides digital entertainment but also provides a great environment for learning. YouTube has multiple  advantages for teacher educators and teacher trainees. Teacher educators and teacher trainees search YouTube for any information or clarification on a topic. Using YouTube in the classroom can bring efficiency in teaching and learning. Considering its endless services, there is no surprise that Youtube has been ranked the highest as a preferred learning tool. The teacher educators and teacher trainees can follow the prescribed procedures for creating and uploading effective videos on YouTube. Teacher educators can use YouTube in their class with all precautions and well planning.

scholarly journals Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

2016 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Bakadzi Moeti ◽  
Rabson Killion Mgawi ◽  
Waitshega Tefo Smitta Moalosi
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Focus Group ◽  
Teacher Educators ◽  
Group Discussion ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learning And Teaching ◽  
Teacher Trainees ◽  
Programme Content

Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical thinking among teacher trainees. Data was collected from Cohort 2015/16 PGDE students, through one on one interview with 59 students and 2 focus group discussions comprising five students in each focus group between April to June 2016. The findings revealed that the teacher trainees had a lower description of critical thinking during interviews, but refined during focus group discussions; however, the students were wide aware of factors influencing their inabilities to think critically during their training. These finding clearly indicated that most students were not applying critical thinking during their training. Through the interviews and focus group discussion, the study also identified strategies to promote the application of critical thinking in areas of programme content, teaching and assessment methods and techniques, programme logistics and personal attributes. The findings are instrumental to various key stakeholders. Specifically, the findings inform education institutions, teacher educators and students on how to promote critical thinking during teacher training. The study was qualitative, as such the findings will not be generalised. As such a similar study is recommended among the PGDE and other students but using quantitative and or mixed methods to allow inferences and generalisations.

scholarly journals Literacy Teacher Educators Creating Space for Children’s Literature

2020 ◽  
Vol 10 (10) ◽  
pp. 288
Author(s):  
Lydia Menna ◽  
Clare Kosnik ◽  
Pooja Dharamshi
Keyword(s):  
Children's Literature ◽  
Social Practice ◽  
Teacher Educators ◽  
Social Issues ◽  
Children’S Literature ◽  
Linguistically Diverse ◽  
Construction Of Knowledge ◽  
Teacher Trainees ◽  
Literacy Teacher ◽  
Support Teacher

This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children’s literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children’s literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.

Economic Growth and Decolonisation in Indonesia

Itinerario ◽  
2010 ◽  
Vol 34 (1) ◽  
pp. 97-112 ◽  
Author(s):  
J. Thomas Lindblad
Keyword(s):  
Economic Growth ◽  
World Bank ◽  
New Order ◽  
Gunnar Myrdal ◽  
Old Order ◽  
The World Bank ◽  
Logical Point ◽  
The World ◽  
Point Of Departure ◽  
Nobel Prize Laureate

The economist Hal Hill begins his authoritative survey of the Indonesian economy under Soeharto's “New Order” (Orde Baru) government with quotes from leading development economists, who are singularly pessimistic about the prospects for economic growth in Indonesia. A negative assessment such as that given by Swedish Nobel Prize Laureate Gunnar Myrdal is understandable as he was writing at the time of the severe economic crisis accompanying the eclipse of Sukarno's “Old Order” (Orde Lama) in the mid-1960s. More surprising is the verdict of Benjamin Higgins, known to have coined the expression “chronic dropout” for Indonesia. Higgins had spent quite a bit of time in Indonesia in the early 1950s as an advisor from the World Bank. Was his harsh verdict, akin to the oft-heard epithet “perpetual underachiever”, based on his own personal observations in the newly independent nation, or was his judgement also coloured by the near-collapse of the economy in the mid-1960s? The received dismal view of Indonesia's economic performance under Sukarno forms the logical point of departure for this article.

scholarly journals Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education

2020 ◽  
Vol 2 (1) ◽  
pp. 63-84
Author(s):  
Petra Angervall ◽  
◽  
Richard Baldwin ◽  
Dennis Beach
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Research Performance ◽  
Third Space ◽  
Constant Flow ◽  
Student Groups ◽  
Daily Work ◽  
Research And Teaching ◽  
Point Of Departure

Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.

scholarly journals Imagining the Intra-connections in Geography Education through the Notion of Place

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Krystle Ontong
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Conceptual Understanding ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Geography Education ◽  
Social Phenomena ◽  
Global Environmental ◽  
Big Ideas ◽  
Point Of Departure

One of the challenges facing geography educators at higher education institutions in South Africa is to prepare students by providing them with an integrated conceptual and pedagogical toolkit that would adequately equip them to teach a type of geography that is current and relevant to local (but also global) environmental and social phenomena. As an intra-disciplinary science, Geography offers multiple avenues for fostering this type of integration, yet as argued elsewhere, [1] because of a fragmented school Geography curriculum, teacher educators struggle to foster holistic and integrated learning among novice student teachers. In fact, academic geographers most often privilege their own field of specialisation rather than work towards integration [2]. Ultimately, this perpetuates a fragmented teaching practice and conceptual understanding of geographical phenomena. This paper provides a theoretical exploration to demonstrate how Geography Education could retain its holistic nature and advance integration by (re)turning to its own intra-disciplinarity. It was found that the notion of “place” (one of Geography’s big ideas) could serve as a potential point of departure for fostering integrated thinking in the discipline. The argument is made that place-based approaches offer fertile avenues to pursue in Geography Education programmes for equipping student teachers with a holistic conceptual and pedagogical toolkit.

scholarly journals Technology training for ELT teachers at a Private University in Malaysia

2021 ◽  
Vol 04 (02) ◽  
Author(s):  
Karthiyaini Devarajoo ◽  
Keyword(s):  
Digital Media ◽  
Digital Technology ◽  
Online Teaching ◽  
Teacher Educators ◽  
Research Question ◽  
Technology Training ◽  
Special Focus ◽  
School Students ◽  
Trainee Teachers ◽  
Teacher Trainees

Online teaching and learning are not new experiences in the field of ELT, but the sudden need for everyone globally to go virtual due to the pandemic is unprecedented. Currently,with theCovid-19 pandemic, online classes are beingconducted globally as a short- term emergency response to sustain education through crisis management. This study explores the effect of technology training on the teacher trainees’ preference to use print and digital media in the ELT classroom. As students in schools in the recent past years, the participants who are presently TESOL trainee teachers had never or rarely had the experience of using digital media in the ELT classroom. The study employs a qualitative method based on data gathered online through questions posed to TESOL trainee teachers during their online class on Media Resources in November 2020 – February 2021. A total of 10 TESOL trainee teachers responded to 8 open-ended interview questions posed to them digitally. Data collected was analysed qualitatively by identifying statements that respond to the research questions. Expression used in these statements were categorized to narrow down the themes. The expressions were then uploaded into a Word Cloud to identify the most significant expression that was used repetitively in response to each research question. The findings of this study will inform practice among teacher educators as the current generation of teacher trainees seemto be garnering momentumto improve the use of technology in the ELT classroom with a special focus on digital media and to encourage other ELT teacher trainees to gain confidence to use technology in their future ELT classroom. The above findings show that even though the 10 students had little exposure to digital technology when they were school students themselves, but with appropriate training to use print and digital technology and resources in the ELT classroom, they were confident of using both media resources in the future.

Hans Weisse and the Dawn of American Schenkerism

2003 ◽  
Vol 20 (1) ◽  
pp. 104-156
Author(s):  
DAVID CARSON BERRY
Keyword(s):  
Professional Life ◽  
Music Educator ◽  
Pedagogical Strategies ◽  
Highly Active ◽  
American Citizen ◽  
Logical Point ◽  
Music Theory And Analysis ◽  
Point Of Departure ◽  
Shed Light ◽  
The U.S

ABSTRACT Many musicians contributed to the early spread of Schenkerian ideas in the U.S., but one played a crucial and unparalleled role during the earliest decade, the 1930s: Hans Weisse (1892––1940), one of Schenker's most esteemed students. Although Jewish, Weisse was not a political or war refugee, as were later Schenker éémigréés. Instead, he came to the U.S. to teach, in the fall of 1931; by the time his former colleagues were finding their ways from Europe, Weisse had already become an American citizen. He died prematurely in 1940, but by then his impact on the pedagogy of music theory and analysis was already being felt, not only directly, at institutions where he taught, but through his many students who were active in disseminating the Schenkerian approach. As the Schenker enterprise now enters its eighth decade in the U.S., a better understanding of its early and largely unexplored foundations becomes ever more essential, and the contributions of Weisse provide a logical point of departure. Heretofore his role has remained largely undocumented. Investigation of three aspects of Weisse's accomplishment and legacy help shed light on his pivotal role as a music educator and thinker in this country: the record of his highly active professional life as a teacher of music; the theoretical positions and pedagogical strategies revealed by his few preserved writings and remarks; and the enduring influence of his teachings. Through the work of his students, it can be seen that his contribution was decisive in laying the foundation for future Schenkerian work.

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