scholarly journals The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education

2021 ◽  
Vol 46 (10) ◽  
pp. 91-109
Author(s):  
Katie Burke ◽  
◽  
Melissa Fanshawe ◽  
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Analytics ◽  
Initial Teacher Education ◽  
Student Perspective ◽  
Online Student ◽  
Learning Content ◽  
Learning Tasks ◽  
Survey Interviews ◽  
Education Courses

The opportunity to undertake teaching degrees entirely via online learning has proliferated in the last decade. Research shows that students choose to engage with content and application activities when they are directly aligned to assessment. The researchers trialled praxis-based assessment which required completion of practical learning tasks embedded in core learning content over two semesters in two Australian Initial Teacher Education courses. The aim was to enhance online student engagement in practical learning. Insights into the student perspective were gained through a survey, interviews, and learning analytics. The results from this study showed praxis-based assessment increased student confidence, classroom readiness and embodied understanding of theory.

Best Practice to Support Online Student Engagement

2018 ◽  
pp. 287-299 ◽  
Author(s):  
Lorie Cook-Benjamin
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Learning Communities ◽  
Best Practice ◽  
Community Of Inquiry ◽  
Review Of The Literature ◽  
Online Students ◽  
Online Student ◽  
Online Learning Communities ◽  
Or Methodology

A best practice is a technique or methodology that, through experience and research, has proven to reliably lead to a desired result (Rouse, 2007). This chapter explores a best practice that aimed to increase the engagement of online students in a teacher education course. The best practice is related to the Community of Inquiry (CoI; Anderson, & Archer, 2000), a framework that provides an understanding of the development of online learning communities (Swan & Ice, 2010). The chapter includes a brief review of the literature on the factors that foster student engagement; online student engagement is also discussed. A description is provided of a course assignment that was modified to increase the engagement of online students. The results of this assignment's modification were positively perceived by the online students. The chapter concludes with recommended technology tools to foster engagement of online students.

scholarly journals Data in practice: A participatory approach to understanding pre-service teachers’ perspectives

2020 ◽  
Vol 36 (6) ◽  
pp. 107-119
Author(s):  
Rita Prestigiacomo ◽  
Jane Hunter ◽  
Simon Knight ◽  
Roberto Martinez-Maldonado ◽  
Lori Lockyer
Keyword(s):  
Teacher Education ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Learning Design ◽  
Data Literacy ◽  
Use Of Data ◽  
Decision Making Processes ◽  
Teachers Perspectives

Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers’ actions align with emerging learning analytics technologies, including the practices of pre-service teachers who are developing their perspectives on data use in classroom in their initial teacher education programme. This may lead to an integration gap in which technology and data literacy align poorly with expectations of the role of data and enabling technologies. This paper describes two participatory workshops that provide examples of the value of human-centred approaches to understand teachers’ perspectives on, and expectations for, data as evidence. These workshops focus on the design of pre-service teachers enrolled in teacher education programmes (N = 21) at two Australian universities. The approach points to the significance of (a) pre-service teachers’ intentions to track their students’ dispositions to learning and their ability to learn effectively, (b) the materiality of learning analytics as an enabling technology and (c) the alignment of learning analytics with learning design, including the human-centred, ethical and inclusive use of educational data in the teaching practice.   Implications for practice or policy: Pre-service teachers ought to be given opportunities to engage and understand more about learning design, learning analytics and the use of data in classrooms. Professional experience placements for pre-service teachers should include participatory data sessions or learning design workshops. Teacher education academics in universities must be provided with ongoing professional development to support their preparation work of pre-service teachers’ data literacy, learning analytics and the increasing presence of data.

scholarly journals The Role of Performances in Educational Practices: Experiences of BEd Students Preparing for the Classroom

2020 ◽  
Vol 13 (1) ◽  
pp. 189-202
Author(s):  
Hetty Roessingh
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Classroom Instruction ◽  
Initial Teacher Education ◽  
First Year ◽  
Focus Attention ◽  
First Semester ◽  
Learning Tasks ◽  
Tangible Evidence

Performances and artefacts of student learning provide tangible evidence of their understanding of classroom instruction. Hattie (2012, 2015) uses the term visible learning to focus attention on the need for teachers to gather and consider these as evidence of students’ ongoing learning, linking these tightly to teachers’ pedagogical repertoire identified for having impact value. This article describes and illustrates a progression of learning tasks in an Initial Teacher Education (ITE) program that affords insights into students’ beginning ability to complete and execute lesson plans in their first year, first semester of the program.

scholarly journals Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers’ Conceptualisations of Effective Teaching

2021 ◽  
Vol 46 (2) ◽  
pp. 86-101
Author(s):  
Rhonda Di Biase ◽  
◽  
Elizabeth King ◽  
Jeana Kriewaldt ◽  
Catherine Reid ◽  
...  
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Effective Teaching ◽  
Student Learning ◽  
Teaching And Learning ◽  
Course Completion ◽  
Initial Teacher Education ◽  
Transfer Of Knowledge ◽  
Conceptions Of Teaching ◽  
Ranking Tasks

This qualitativestudy investigatesthe changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was:a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as anactive process; and a more developed repertoire of professional language to explain what is valued and why. This study provides valuable insights into international pre-service teachers’ evolving conceptions of teaching and learning. These findings suggest that international pre-service teachersneed many opportunities to interrogate and refine their understanding of teaching and learning and how this appliesto the contexts in which they will teach.

scholarly journals Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study

2017 ◽  
Author(s):  
Pauline Anne Logue
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Technical Education ◽  
Initial Teacher Education ◽  
Student Perspective ◽  
Active Teaching ◽  
Institute Of Technology ◽  
Creativity And Innovation

The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42).  The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online  forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of  both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.

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