scholarly journals What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668139 ◽  
Author(s):  
Mark W. Aulls ◽  
Diana Tabatabai ◽  
Bruce M. Shore
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Research Methods ◽  
Theory And Practice ◽  
Methods Course ◽  
Mixed Design ◽  
Context Variables ◽  
Open Coding ◽  
Preservice Secondary Teachers

This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers’ inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inquiry instruction, in terms of 23 potential learner-inquiry outcomes. Only two of seven educational-context variables related to understanding: prior experience doing a thesis or research—especially to definition quality and having taken a research-methods course—especially to description quality. How definitions and descriptions of inquiry are different and similar was analyzed qualitatively and quantitatively. Implications for methodology, theory, and practice were presented, for example, research opportunities and research-methods training during teacher education.

The Professional Handbook

2010 ◽  
pp. 347-364
Author(s):  
Sara Winstead Fry
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Methods Course ◽  
Inservice Teachers ◽  
Reflective Skills

The Professional Handbook is a teacher education assignment that allows preservice teachers to use technology to connect theory and practice while also developing their reflective skills and professionalism. The assignment involves compiling information in an easy-to-use website that preservice teachers can access while engaged in their semester-long student teaching experience and once they are employed as inservice teachers. This chapter describes the Handbook’s essential goals, discusses its use in an instructional methods course, and makes recommendations for modifying the Handbook’s format for use in any teacher education course while preserving the framework provided by the assignment’s essential goals. The chapter serves as a resource for teacher educators looking to use technology to enhance the quality of teacher preparation assignments.

Interdisciplinary approach to research methods in educational theory

2021 ◽  
Vol 91 (1) ◽  
pp. 30-43
Author(s):  
Irina D. Demakova ◽  
◽  
Inna Yu. Shustova
Keyword(s):  
Research Methods ◽  
Scientific Information ◽  
Interdisciplinary Approach ◽  
Theory And Practice ◽  
Humanistic Psychology ◽  
Modern Theory ◽  
Theory Of Education ◽  
Research Activities ◽  
Developing System

he article presents an interdisciplinary view of research methods in the theory of education. The development of issues in the theory of education presupposes a clear organization of research activities, in which a key role is played by rethinking and adequate using of research methods from related sciences (psychology, sociology, physiology, cultural studies, and others). Modern theory and practice of education are changing as a result of the integration of knowledge of related humanities. More and more complex and complex problems arise. All in all it necessitates rethinking the methodology of the theory of education. Currently, it is necessary to conduct research activities at the intersection of sciences, which improves the quality of research and allows more holistic use of the results obtained in practice. The article reveals significant principles that determine the methodology of the modern theory of upbringing - the principle of humanitarianism and social expediency of the upbringing process, the principle of the unity of the theory and practice of upbringing, the principle of development, the principle of consistency and determination. Authors highlight the significant interdisciplinary scientific approaches that are relevant to substantiate research methods in the modern theory of education. The basis for the selection of methods was grounded by such disciplines that allow us to consider various aspects of the educational activities of a teacher, enrich the researcher with scientific information about a person and the mechanisms of his personal dynamics (existential philosophy), about the creation of a flexible, open dialogue space in which zones of self-organization of children are provided (synergetics), on the art of deciphering verbal and non-verbal signs of a child (semiotics), on the awareness of the child's path as reaching the heights through difficulties and overcoming (acmeology), on understanding the child through comprehending the meanings of children's behavior (hermeneutics), on the interpretation of the personality as an integral open multilevel developing system capable of withstanding external influences (humanistic psychology). In conclusion, the authors note the importance of a new pedagogical direction - semantic pedagogy, which can be considered as the basis for the integration of humanitarian knowledge, which is essential for modern theory.

Video Feedback on Practicum

2017 ◽  
pp. 113-139 ◽  
Author(s):  
Shirley O'Neill ◽  
Christopher Dann
Keyword(s):  
Preservice Teachers ◽  
Community Of Inquiry ◽  
Literacy Learning ◽  
Video Feedback ◽  
Theory And Practice ◽  
Questioning Strategies ◽  
Teacher Student ◽  
Context Of Learning ◽  
The Impact

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor students' literacy learning, gather formative assessment data in relation to set goals and make connections between educational theory and practice. It examines the contemporary shift towards democratic pedagogies in the context of learning in social constructivist environments and the need for preservice teachers to be aware of the impact of the teacher/student dialogues they create on the quality of pedagogy and students' learning. Preservice teachers' analysis of their pedagogical dialogue not only raises their awareness of the quality of dialogic turn-taking and questioning strategies but makes their associated ‘cognitive moves' explicit for their critical reflection, along with their use of the underpinning metalanguage. The chapter acknowledges the importance of preservice teachers' compilation of rich pedagogical data during practicums and shows how this contributes to deepening their learning. Similarly, it argues that emergent data are central to creating a dialogic community of inquiry where all practicum stakeholders are drawn into a process of learning and knowledge building.

Verbal Instruction in Instrumental Rehearsals: A Comparison of Three Career Levels and Preservice Teachers

1997 ◽  
Vol 45 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Thomas W. Goolsby
Keyword(s):  
Experimental Study ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Methods Course ◽  
Sequential Patterns ◽  
Verbal Instruction ◽  
Frequency Distributions ◽  
Performance Variables ◽  
Expert Novice ◽  
Instrumental Methods

Part 1 of this study was an investigation of the verbal instruction used during 60 rehearsals by expert, novice, and student teachers. Frequency distributions were established for 15 performance variables and 10 rehearsal variables and comments as well as for the number of complete sequential patterns of instruction. Part 2 was a pre-experimental study to determine changes in instruction evidenced by preservice teachers (22 rehearsals) exposed to guided observation as part of an instrumental methods course. Evidence suggests that all three groups of teachers address rhythm/tempo the most frequently. Expert teachers devoted more time to overall ensemble sound (including more demonstrations, instruction/explanations on intonation, and guided listening); of their rehearsal segments, 23% were complete sequential patterns. Novice teachers spent the most time tuning individual notes, whereas student teachers spent the most time correcting wrong notes. Gains for the undergraduates included less emphasis on wrong notes and greater emphasis on rhythm/tempo and style. The percentage of complete sequential patterns of instruction used by undergraduates nearly tripled with minimal training.

Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum

2017 ◽  
Vol 6 (2) ◽  
pp. 330
Author(s):  
Vasiliki Fotopoulou
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Transformation Process ◽  
Theory And Practice ◽  
Teaching Activity ◽  
Teaching Practicum ◽  
Teachers Perceptions ◽  
Third Stage

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

scholarly journals Science, Technology, Engineering and Mathematic (STEM) Education in Malaysia: Preparing the Pre-service Science Teachers

2019 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Ahmad Muslihin Ahmad ◽  
Nooraida Yakob ◽  
Nur Jahan Ahmad
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Science Teachers ◽  
Stem Education ◽  
Teaching Method ◽  
Lesson Plan ◽  
The United States ◽  
Methods Course ◽  
Chemistry Teaching ◽  
Science Technology

The aims of this paper is to discuss the importance of science, technology, engineering and mathematic (STEM) education in Malaysian educational system and how it has been implemented in teaching method course.  The policy of STEM education started in the United States and has been expanded to all over the world including Malaysia.  The policy of STEM education in Malaysia has its own understanding based on Malaysian Education policy. In ensuring the successful of STEM education, preservice teachers need to be trained. Hence, School of Educational Studies has taken this initiative to train these student teachers through Chemistry Teaching Methods course.  In this course, student teachers need to plan a lesson plan using 5E instructional model.  They also need to teach based on that lesson plan through simulated teaching in ensuring STEM elements are successfully implemented.

How to Help Students Excel in Reviews of the Literature

2020 ◽  
pp. 328-346
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Education Research ◽  
Literature Review ◽  
Research Methods ◽  
Review Process ◽  
Degree Program ◽  
Methods Course ◽  
Master's Degree Program ◽  
Significant Challenge ◽  
The Future

Reviewing the literature helps students to build knowledge in their areas of study. An effective review must critically evaluate—not just summarize—the literature, which presents a significant challenge to students undertaking a literature review. This chapter describes a sequence of assignments for students in an education research methods course in a master's degree program as an example of an effective approach for teaching students how to write a good standalone literature review. This approach consists of four distinct yet interconnected phases: (1) establishing a topic together with developing a plan of action, (2) searching the literature using databases, (3) writing a review with APA style, and (4) reflecting on the review process. The purpose of a literature review is, in effect, to guide one's own research. Helping students complete their reviews in the phases described herein may increase the quality of their reviews, and, simultaneously, it may decrease their frustration in writing reviews for their research in the future.

Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

2013 ◽  
Vol 37 (2) ◽  
pp. 107-124 ◽  
Author(s):  
Christopher Rayner ◽  
Jeanne Maree Allen
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Inclusive Education ◽  
Online Survey ◽  
Theory And Practice ◽  
Online Video ◽  
Traditional Lecture ◽  
Teachers Perceptions ◽  
Relevant Field ◽  
Type Of Delivery

This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

“I Feel Enlightened Now, But…”: The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education

2001 ◽  
Vol 20 (3) ◽  
pp. 227-246 ◽  
Author(s):  
Christopher Hickey
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Case Study Methodology ◽  
Critical Theories ◽  
Social Discourses ◽  
Study Methodology ◽  
Critical Social

The emancipatory goal that underpins critical theories of teaching and learning is built on a theory of rational self-determination. In the context of physical education, critical educators believe that through a process of enlightenment teachers can recognize and transform elements of injustice and inequality that exist, albeit unwittingly, in their practice. However, despite the broad appeal of this orientation there are relatively few empirical accounts of how theories of enlightenment manifest themselves in the practice of emancipation. Propelled by the lacuna that clearly exists between critical theory and critical practice, this paper reports on the introduction of critical social discourses to a preservice PE program. It uses a case study methodology to report on two student-teachers’ engagement with a range of critical social discourses during a year-long PE unit. The paper discusses some of the ways these students engaged with the theory and practice of a critical orientation for teaching and learning in physical education. Aspects of their experiences are then interpreted through Fay’s (1987) critical but postmodern “limits to change” thesis. The paper concludes with tempered optimism about the potential for critical social discourses to guide preservice teachers in practical ways.

Rubric to Determine a Quality Online Discussion Posting

2011 ◽  
pp. 387-398
Author(s):  
Linda L. Larson ◽  
Paul Boyd-Batstone ◽  
Carole Cox
Keyword(s):  
Preservice Teachers ◽  
English Language ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Methods Course ◽  
Web Based ◽  
Language Arts Methods ◽  
Discussion Postings

When teachers integrate online discussions into courses, they are faced with the challenge of deciding how to evaluate the postings. This chapter discusses a study that used a discussion board rubric to evaluate online discussions. The study tested the reliability of the instrument (rubric) to assess the quality of the content of Web-based discourse. To obtain the rubric interrater reliability, researchers used the rubric to evaluate the discussion postings of preservice teachers’ enrolled in six different sections of an English language arts methods course. Six hundred sixty two (662) postings from 165 preservice teachers were analyzed using the rubric. The study utilized the scorings from six judges. When measured with Cronbach’s alpha intraclass coefficient, the findings indicated substantial agreement between judges in two of the four rubric criteria: evocative (.8742) and reference-resource (.8209). The other rubric criteria rumination (.7256) and storytelling (.5984) scored at the moderate and fair levels respectfully.

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