The Nexus Between Direct Reading Instruction, Reading Theoretical Perspectives, and Pedagogical Practices of University of Swaziland Bachelor of Education Students

The present study investigated undergraduate Canadian music education students’ personal and professional experiences during a three-month residency in China. Participants (N=3), in this case study, were part of a SSHRC funded Canada-China Reciprocal Learning Program and were in the process of completing a Bachelor of Education degree. The participants observed classroom teaching, attended workshops/presentations at Southwest University in Chongqing, China, and gave presentations to Chinese teachers and students. They were asked a wide range of open-ended questions relating to their preconceptions of life in China, coping strategies (e.g., language, local customs, environmental context, etc.), curricular and pedagogical similarities/differences, relationships with their Chinese counterparts, and potential impact on their future educational and professional plans. The findings indicated intellectual, social, and personal growth over this three-month period. Students spoke of overcoming fear and acquiring increased personal/professional self-awareness. However, there was no solid assurance that the participants’ experiences would have a lasting positive effect on their future pedagogical practices.

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Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level

Annali di Ca’ Foscari Serie orientale ◽

10.30687/annor/2385-3042/2020/56/007 ◽

2020 ◽

Author(s):

Andrea Facchin

Keyword(s):

Foreign Language ◽

Language Learning ◽

Reading Instruction ◽

Teaching And Learning ◽

Foreign Language Learning ◽

Foreign Language Teaching ◽

Standard Arabic ◽

Theoretical Perspectives ◽

Theoretical Reasoning ◽

Modern Standard

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

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Iniciação à docência em Física e as indagações dos estudantes da educação básica - um relato

REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA ◽

10.36661/2358-0399.2020v11i3.11597 ◽

2020 ◽

Vol 11 (3) ◽

pp. 289-300

Author(s):

Pedro Donizete Colombo Junior ◽

Daniel Fernando Bovolenta Ovigli ◽

Sabrina Eleutério Alves

Keyword(s):

Scientific Knowledge ◽

Scientific Literacy ◽

Basic Education ◽

Pedagogical Practices ◽

Education Students ◽

Physics Teaching ◽

Interest In Science ◽

The Face ◽

The One ◽

Didactic Strategies

Atividades extensionistas que visem propiciar a educação em ciências são cada vez mais presentes em discussões educacionais, sejam como forma de pensar novas roupagens para conteúdos programáticos ou para novos vieses metodológicos e de avaliação dos processos educativos. Este trabalho apresenta e discute a atividade “Pílula da ciência: o conhecimento está no ar!”, desenvolvida no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID/CAPES), junto a uma escola pública de Uberaba/MG, em parceria com o grupo PIBID-Física-UFTM, com ênfase em suas contribuições à formação dos envolvidos, licenciandos em Física. O objetivo da atividade desenvolvida foi promover uma dinâmica que permitisse, por um lado, ouvir as inquietações e indagações dos estudantes da Educação Básica frente às suas dúvidas em relação ao conhecimento científico e, por outro lado, proporcionar novas vivências em sala de aula por parte de pibidianos, professores em formação. Para tanto, estudantes da Educação Básica depositavam questionamentos (aqui denominados pílulas) sobre temas voltados às Ciências da Natureza em uma caixa de dúvidas, para posterior socialização das respostas em sala de aula com os pibidianos. Evidenciamos que ouvir e discutir as percepções dos estudantes frente à visão que estes têm do conhecimento científico é um caminho promissor para despertar seu interesse pela ciência, sendo os primeiros passos para o letramento científico, além de ser uma estratégia para sensibilizar os futuros professores a considerarem estas abordagens em suas futuras práticas pedagógicas. Palavras-chave: Ensino de Física; Iniciação à docência; Estratégias didáticas Physics teaching initiation and the students´ questions in basic education - a report Abstract: Extension activities that aim to provide science education are increasingly present in educational discussions, whether as a way of thinking about new approaches for curricular contents or new methodological biases and evaluation. This paper presents and discusses the activity "Pill of science: the knowledge is in the air!" developed under the Institutional Program of Initiation to Teaching Scholarship (PIBID/CAPES), at a public school in Uberaba, Brazil, in partnership with the PIBID-Physics-UFTM group, with an emphasis on their contributions to the training of those involved, undergraduates in Physics. The objective of the activity developed was to promote a dynamic that would allow, on the one hand, to listen to the concerns and questions of Basic Education students in the face of their doubts regarding scientific knowledge and, on the other hand, to provide new experiences in the classroom by teachers in training. To this end, Basic Education students deposited questions (here called "pills") about topics related to the Natural Sciences in a box of doubts, for later socialization in the classroom with the undergraduates in Physics. We show that listening and discussing students' perceptions of their view of scientific knowledge is a promising way to awaken their interest in science, being the first steps towards scientific literacy, in addition to being a strategy to sensitize future teachers to consider these approaches in their future pedagogical practices. Keywords: Physics Teaching; Teaching Initiation; Didactic Strategies

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UNDERGRADUATE BACHELOR OF EDUCATION STUDENTS’ EXPERIENCES ON THE IMPORTANCE OF ENGLISH LANGUAGE AND COMMUNICATION FOR EDUCATORS MODULE

EDULEARN19 Proceedings ◽

10.21125/edulearn.2019.1206 ◽

2019 ◽

Author(s):

Mirriam Nonkazimlo Mdledle

Keyword(s):

English Language ◽

Education Students ◽

Language And Communication ◽

Bachelor Of Education

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Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406420930686 ◽

2020 ◽

pp. 088840642093068

Author(s):

Amber E. Benedict ◽

Mary Brownell ◽

Elizabeth Bettini ◽

Hyojong Sohn

Keyword(s):

Elementary Teachers ◽

Reading Instruction ◽

Lesson Study ◽

Reading Difficulties ◽

Pedagogical Practices ◽

Upper Elementary ◽

Evidence Based ◽

Word Study ◽

New Knowledge ◽

Based Instruction

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

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Sex, Socioeconomic Status, and Attitude toward Applied Statistics among Postgraduate Education Students

Psychological Reports ◽

10.2466/pr0.1997.80.3c.1385 ◽

1997 ◽

Vol 80 (3_suppl) ◽

pp. 1385-1386 ◽

Cited By ~ 4

Author(s):

Varghese I. Cherian ◽

Michael J. Glencross

Keyword(s):

Socioeconomic Status ◽

Analysis Of Variance ◽

Postgraduate Education ◽

Applied Statistics ◽

High Socioeconomic Status ◽

Education Students ◽

Bachelor Of Education

Differences by sex and socioeconomic status in attitude toward applied statistics of 38 students who registered for the Bachelor of Education (18 men and 20 women) and whose ages ranged from 21 to 43 years ( M = 28.9 yr.) were not statistically significant on a two-way analysis of variance of low, middle, and high socioeconomic status.

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Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson

Education as Change ◽

10.25159/1947-9417/8848 ◽

2022 ◽

Vol 25 ◽

Author(s):

Delia Marshall ◽

Honjiswa Conana

Keyword(s):

The Body ◽

Pedagogical Practices ◽

New Materialism ◽

First Year ◽

Mathematical Concepts ◽

Theoretical Perspectives ◽

And Mathematics ◽

Physics Course ◽

Mathematics And Science ◽

Science Disciplines

Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics.

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Digital Culture and Learning in Higher Education After COVID19: A Collaborative Approach in a Virtual Environment

European Journal of Education ◽

10.26417/324jeu14u ◽

2020 ◽

Vol 3 (2) ◽

pp. 17

Author(s):

Lúcia Ana de Souza Lopes ◽

Marili Moreira da Silva Vieira

Keyword(s):

Higher Education ◽

Critical Reflection ◽

Methodological Approach ◽

Private University ◽

Pedagogical Practices ◽

Digital Culture ◽

Digital Learning ◽

Education Students ◽

Interactive Tools ◽

Language And Literature

This article is the result of a critical analysis of the incorporation of Digital Culture into methodologies and interactive approaches that drive collaborative and meaningful learning processes for higher education students. We will analyze a specific course, Science, Technology and Society in Arts, Languages and Culture, with students from the 1st. Semester of the Portuguese Language and Literature for Teacher education Course of a Private University. Our goal is to demonstrate the planning, implementation, and learning outcome in a course with a hybrid methodological approach that makes use of interactive tools in the students' learning trail. We will highlight an interactive evaluative activity that consisted in the construction of a collaborative mural using the Digital Padlet tool as a resource for a critical reflection done by students on the chapter of a book from the basic bibliography: "What is Society?" (Bazzo, 2003). We adopted the qualitative analysis of the data from the Collaborative mural itself and the records of the students' Digital Learning Diaries, which was performed after the collaborative activity. This allowed us to observe the relationships between the methodological approach, the use of digital tools and the perception of significant learning in higher education, as well as to establish a critical reflection on the incorporation of digital culture in pedagogical practices.

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Interaction for Unity among Trainee Teachers at Selected Teacher Training Institutes in East Malaysia

IIUM Journal of Educational Studies ◽

10.31436/ijes.v2i2.49 ◽

2014 ◽

Vol 2 (2) ◽

pp. 5-21

Author(s):

Abdul Razaq Ahmad ◽

Najamuddin Hj. Bachora

Keyword(s):

Ethnic Groups ◽

Teacher Educators ◽

Descriptive Analysis ◽

Daily Activities ◽

Family Influence ◽

Extensive Literature ◽

Education Students ◽

Policy Makers ◽

Trainee Teachers ◽

Bachelor Of Education

The purpose of this study was to identify the level of tendency for interaction among trainee teachers at the Malaysian Institutes of Teacher Education (ITE) in the states of Sabah and Sarawak. The study also examined demographic predictors of interaction levels and considered how interaction takes place in different environments at the institutes among students of different ethnicities. Special attention was given to how trainee teachers interact while they participate in curricular and co-curricular activities, in the residential colleges and during their daily activities as well as online. Demographic factors included level of study, ethnicity and religion. The sample consisted of 299 third semester foundation Bachelor of Education students (PPISMP) and final year Bachelor of Education students (PISMP). A self constructed questionnaire based on extensive literature review was used for data collection. Descriptive analysis revealed that the overall level of tendency for interaction among students of various ethnic groups was high. The highest was interaction in the co-curricular environment, followed by interaction in daily activities, interaction in the residential colleges, and interaction in curricular activities. The level of appreciation of unity among the students of various ethnic groups was high. Results also showed that relationship with peers was the strongest contributor to students’ tendency for interaction with people from different ethnic backgrounds, followed by school experiences, family influence and the mass media. These results are important for teacher educators and policy makers in diverse societies like Malaysia. Abstrak Tujuan kajian ini adalah untuk mengenal pasti tahap kecenderungan berinteraksi dalam kalangan guru pelatih di Institut Pendidikan Guru (ITE) Negeri Sabah dan Sarawak, Malaysia. Kajian juga meneliti prediktor demografi bagi aras interaksi dan mempertimbangkan bagaimana interaksi berlaku dalam pelbagai persekitaran di ITE di antara pelajar daripada pelbagai kumpulan etnik. Perhatian khusus diberikan kepada bagaimana guru pelatih berinteraksi semasa mereka mengambil bahagian dalam aktiviti kurikulum dan ko-kurikulum, di kolej-kolej kediaman dan semasa aktiviti-aktiviti harian mereka dan dalam talian. Faktor-faktor demografi termasuk tahap pengajian, etnik dan agama. Sampel terdiri daripada 299 orang mahasiswa semester ketiga Asasi Sarjana Muda Pendidikan (PPISMP) dan pelajar tahun akhir Sarjana Muda Pendidikan (PISMP). Soal selidik yang dibina sendiri berdasarkan tinjauan literatur yang luas telah digunakan untuk pengumpulan data. Analisis desriptif mendedahkan bahawa tahap kecenderungan berinteraksi keseluruhan di kalangan pelajar yang berbilang kaum adalah tinggi. Paras tertinggi ialah interaksi dalam persekitaran ko-kurikulum, diikuti oleh interaksi dalam aktiviti harian, interaksi di kolej-kolej kediaman dan berinteraksi dalam aktiviti-aktiviti kurikulum. Tahap penghayatan semangat perpaduan di kalangan pelajar yang berbilang kaum adalah tinggi. Keputusan juga menunjukkan bahawa hubungan dengan rakan sebaya adalah merupakan penyumbang kuat kepada kecenderungan para pelajar untuk berinteraksi dengan orang dari pelbagai latar belakang etnik, diikuti pengalaman sekolah, pengaruh keluarga dan media massa. Keputusan ini adalah penting untuk para pendidik guru dan penggubal dasar dalam masyarakat majmuk seperti Malaysia.

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