scholarly journals Developing a better understanding of technology based pedagogy

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Ping Gao ◽  
Doris Choy ◽  
Angela F. L. Wong ◽  
Jing Wu
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teacher Preparation Program ◽  
Leadership Potential ◽  
Technology Competency ◽  
Information And Communication ◽  
Technological Competency ◽  
One Year ◽  
Student Centred Learning

<span>The focus of this paper is to present the major qualitative findings from a one year, mixed methods study that explores a cohort of preservice teachers' process of learning to teach with information and communication technology (ICT) across their teacher preparation program in Singapore. This study suggests a variation in the preservice teachers' technology competency, stances, decision making and actions in using ICT for classroom teaching and learning. The majority of the participants seemed to be unable to translate into teaching practice their increased technological competency and espoused constructivist orientation gained from the coursework. They tended to use ICT to improve and enhance teacher centred instruction on a regular basis during the teaching practicum. However, three focus participants were also able to use ICT to engage their students in student centred learning. They began to demonstrate their leadership potential in influencing others to use ICT for enhancing student learning. The findings suggest that preservice teachers may need more guidance, modelling and collaboration to develop a better understanding of technology based pedagogy from their own practice so that they can synthesise their constructivist orientation, student centred teaching approaches, and effective use of ICT.</span>

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

scholarly journals Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Ping Gao ◽  
Seng Chee Tan ◽  
Longlong Wang ◽  
Angela F. L. Wong ◽  
Doris Choy
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Meaning Making ◽  
Pedagogical Knowledge ◽  
Teacher Preparation Program ◽  
First Year ◽  
Pedagogical Beliefs ◽  
Self Reflection ◽  
Field Placements ◽  
Information And Communication

<span>The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.</span>

scholarly journals Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

2021 ◽  
Vol 11 (1) ◽  
pp. 140
Author(s):  
Thuthukile Jita ◽  
Paul Nwati Munje
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
South African ◽  
Teaching Practice ◽  
Personal Characteristics ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Experimental Learning ◽  
Teachers Experiences

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with their Māori Students

2010 ◽  
Vol 39 (1) ◽  
pp. 118-127 ◽  
Author(s):  
Ted Glynn ◽  
Bronwen Cowie ◽  
Kathrin Otrel-Cass ◽  
Angus Macfarlane
Keyword(s):  
Domain Knowledge ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Science Learning ◽  
Teaching Practice ◽  
Extended Family ◽  
Cultural Knowledge ◽  
Learning And Teaching ◽  
Teaching Role ◽  
One Year

AbstractThis paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate course, which encouraged them to incorporate into their classroom learning two Māori pedagogical principles, ako and whakawhanaungatanga. Ako is a responsive and reciprocal process, through which both teaching and learning roles are shared. Whakawhanaungatanga is the process of constructing relationships in the classroom between people, between students' cultural knowledge and domain knowledge. This paper draws on co-constructed narratives from four of the teachers, two Māori and two Pākehā (New Zealanders of European descent). The teachers built trusting and respectful relationships with their Māori students by facilitating connections between Western and Māori worldviews of science. They shared their teaching role with Māori elders (kaumātua) and members of the extended family of their students (whānau). The teachers learned a great deal from their Māori students who became highly engaged and agentic in their science learning. Students took collaborative responsibility for asking learning questions, and sought information on science topics from both Western and Māori worldviews.

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

scholarly journals Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

Visions of the Possible: Using Drawings to Elicit and Support Visions of Teaching Mathematics

2020 ◽  
Vol 8 (2) ◽  
pp. 59-80
Author(s):  
Jennifer Ruef
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teaching Mathematics ◽  
Nctm Standards ◽  
Mathematics Teacher Educators ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
One Year

Mathematics Teacher Educators (MTEs) help preservice teachers in transitioning from students to teachers of mathematics. They support PSTs in shifting what they notice and envision to align with the collective vision encoded in the AMTE and NCTM standards. This study analyzes drawings and descriptions completed at the beginning and end of a one-year teacher education program—snapshots depicting optimized visions of teaching and learning mathematics. This study analyzed drawings-and-descriptions by cohort and by participants. The findings suggest that the task can be used as formative assessment to inform supports for specific PSTs such as choosing a cooperating teacher or coursework that challenges problematic beliefs. It can also be used as summative assessment to inform revision of coursework for the next cohort.

Purposeful Practice

2015 ◽  
pp. 21-40
Author(s):  
Donna Mathewson Mitchell
Keyword(s):  
Visual Arts ◽  
Teacher Identity ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Information Communication ◽  
Participatory Action ◽  
Action Research Project ◽  
Use Of Technology ◽  
Student Centred Learning

This chapter examines the integration of information communication technology to enhance teaching and learning in visual arts classrooms. It draws on a participatory action research project conducted with teachers in schools to explore the distinctive nature of secondary visual arts teaching practice. From this data the author presents three examples that particularly illustrate the use of technology for practice. The first example presents a teacher who uses technology as a vehicle for student-centred learning. The second example provides an account of a teacher who uses social media and mobile technology as a pedagogical tool to connect with students. The third example tells the story of a teacher-educator working in an online environment. Together these examples illustrate a diversity of ways that technology is integrated into teaching at the level of curriculum, pedagogy and assessment. The implications of this diversity are explored relative to teacher identity, student experience and relationships to place.

scholarly journals SOCIEDADE DO CONHECIMENTO: O uso das TIC por docentes e as novas articulações de saberes educacionais no sudeste do Pará

2019 ◽  
Vol 5 (5) ◽  
pp. 188-208
Author(s):  
Francisco Evangelista ◽  
Karina Donizete Martins ◽  
Maria Fernanda Calil Angelini ◽  
Maria Josilene Fontinele Rocha
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Hermeneutic Circle ◽  
Student Autonomy ◽  
Palabras Clave ◽  
Information And Communication ◽  
Formación Docente

O presente estudo tem o propósito verificar a adesão dos docentes e os entraves na utilização das TIC no processo ensino e aprendizagem numa IES privada, contribuindo para a criação de novas práticas pedagógicas ou de uma ciberpedagogia confrontando com o moduz operandi na docência. A pesquisa utilizou-se de reuniões de grupos e aplicação de questionário para professores dos cursos de Administração, Biomedicina, Contábeis, Direito, Enfermagem, Serviço Social e Zootecnia. Os dados foram interpretados por meio do círculo hermenêutico dialético (CHD). Os sentidos extraídos das falas dos docentes apontam como resultados preliminares que a TIC estimula o estudo, otimiza tempo e trabalho, favorece a autonomia do estudante e a responsabilidade.   PALAVRAS-CHAVE: Ensino e aprendizagem; Tecnologias da informação e da comunicação; Prática docente; Formação docente.     ABSTRACT The present study has the purpose of verifying the adherence of teachers and the obstacles to the use of ICT in the teaching and learning process in a private HEI, contributing to the creation of new pedagogical practices or a cyberpedagogy confronting the moduz operandi in teaching. The research used group meetings and questionnaire application for teachers of the courses of Administration, Biomedicine, Accounting, Law, Nursing, Social Service and Zootechnics. The data were interpreted through the dialectical hermeneutic circle (CHD). The senses extracted from the teachers' statements point as preliminary results that ICT stimulates the study, optimizes time and work, favors student autonomy and responsibility.   KEYWORDS: Teaching and learning; Information and communication Technologies; Teaching practice; Teacher training.     RESUMEN El presente estudio tiene el propósito de verificar la adhesión de los docentes y los obstáculos a la utilización de las TIC en el proceso de enseñanza y aprendizaje en una IES privada, contribuyendo a la creación de nuevas prácticas pedagógicas o de una ciberpedagogía confrontando con el modesto operandi en la docencia. La investigación utilizó reuniones de grupos y aplicación de cuestionario para profesores de los cursos de Administración, Biomedicina, Contable, Derecho, Enfermería, Servicio Social y Zootecnia. Los datos fueron interpretados por medio del círculo hermenéutico dialéctico (CHD). Los sentidos extraídos de las palabras de los docentes apuntan como resultados preliminares que la TIC estimula el estudio, optimiza tiempo y trabajo, favorece la autonomía del estudiante y la responsabilidad.   PALABRAS CLAVE: Enseñanza y aprendizagem; Tecnologías de la información y la comunicación; Pratica docente; Formación docente.  

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