scholarly journals Learning about the Effects of Context on Teaching and Learning in Pre-Service Teacher Education

2013 ◽  
Vol 38 (3) ◽  
Author(s):  
Lisl Fenwick ◽  
Maxine Cooper
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

2012 ◽  
Vol 42 (1) ◽  
pp. 8-18
Author(s):  
Vicente Carrasco-Embuena ◽  
Maria Hernández-Amorós
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Point Of View ◽  
Quantitative Methodology ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher ◽  
Academic Year

The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students. Key words: concept comprehension, didactic training, pre-service teacher education, Secondary Education Master.

scholarly journals Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Helen Jang
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
English Classrooms ◽  
Spoken English ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum.  Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts.  Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study

scholarly journals Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

2021 ◽  
Vol 13 (2) ◽  
pp. 1403-1410
Author(s):  
Luluk Sri Agus Prasetyoningsih ◽  
Prayitno Tri Laksono
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Professional Community ◽  
Classroom Teaching ◽  
Teacher Student ◽  
Pre Service Teacher Education ◽  
Project Data ◽  
Pre Service Teacher

Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.

The Use of Course Management Systems in Pre-Service Teacher Education

2018 ◽  
pp. 196-213
Author(s):  
Damian Maher
Keyword(s):  
Teacher Education ◽  
Social Presence ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
The World ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Course management systems (CMSs) have now become firmly embedded into pre-service teacher education courses in many universities around the world to support teaching and learning. This chapter investigates some of the features of CMSs and how they are being used. In investigating the use of CMSs, some of the theories/models that underpin online and blended learning including social presence, community of practice (CoP), and constructivism are investigated. Some of the key themes that are discussed in this chapter include blended and flipped learning and the use of analytics. Contemporary spaces such as Facebook and Google Classroom are also investigated.

scholarly journals Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

2013 ◽  
Vol 47 (3) ◽  
pp. 379-401 ◽  
Author(s):  
Wendy Marie Cumming-Potvin
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Shared Reading ◽  
Literacy Events ◽  
Face To Face ◽  
On Line ◽  
Pre Service Teacher Education ◽  
Informal Settings ◽  
Pre Service Teacher

Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy events, such as face-to-face and on-line discussions and shared reading experiences with children. Highlighting the importance of examining the teaching and learning of literacies across formal and informal settings, results offer information about how these pre-service teachers constructed understandings and situated identities (Gee, 1990, 2000-2001) through scaffolding. Pedagogical implications for pre-service teacher education are discussed.

Reciprocal Peer Mentoring

2021 ◽  
pp. 215-234
Author(s):  
Seyit Ahmet Çapan
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Peer Mentoring ◽  
Traditional Mentoring ◽  
Pre Service Teacher Education ◽  
Peer Conference ◽  
Conception Of Teaching ◽  
Practicum Experiences ◽  
Pre Service Teacher

Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. This chapter intended to delve into practical implications of reciprocal peer mentoring in practicum. Placing onus on restructuring the traditional mentoring model currently used in most pre-service teacher education programs, this chapter postulated that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, this chapter proposed that apart from gradual transition to full-fledged teaching, an earlier onset of teaching practices shaped by periodic rotations in teaching practices might help to maximize contributions of engagement in practicum experiences.

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