scholarly journals A web enabled video system for self reflection by student teachers using a guiding framework

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Siu Cheung Kong ◽  
Ronnie H. Shroff ◽  
Hing Keung Hung
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Video Recording ◽  
Teaching Quality ◽  
Curriculum Planning ◽  
Dual Function ◽  
Teaching Performance ◽  
Video System ◽  
Self Reflection

<span>To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self reflection by student teachers and the teaching supervisory role of teaching supervisors. This article reports on the development of a web enabled video system for encouraging student teachers to reflect on their teaching performance, using a guiding framework. The system enables student teachers to self monitor a video recording process during lessons in teaching practice, and make post-lesson self reflection without the constraints of time and location. Two key features are provided by the system to support student teachers and enhance the quality of reflection. One key feature is a guiding support for self reflection on teaching performance, using a four-dimension framework comprising curriculum planning and evaluation, pupils and pupil-teacher interaction, discipline and classroom management, and professional knowledge of teaching. A second key feature of the system is a 'video bookmark' function for the operationalisation of the reflective process.</span>

scholarly journals Dynamics of Difficulties Experienced by Prospective Teachers of Psychology During Teaching Practice

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 122-131
Author(s):  
Albina Saikauskienė ◽  
Tomas Lazdauskas
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Active Response ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Pedagogical Competence ◽  
First Contact

In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties. This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analysed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods. The analysis of the results shows that during the practice students usually doubt their skills and competences in confronting difficulties in classroom management such as first contact with pupils, attention management, involvement in activities, response to misbehaviour, maintenance of discipline etcetera. The quantitative analysis of the confronted difficulties shows that the proportion of the experienced difficulties does not change from one practice to another (McNemar test χ2 < 3.84). More than half (56 %) of students pointed out the same difficulties faced during the first and the second practice. Although some student teachers assess their pedagogical competence as improved, it remains unclear why a meaningful reduction of the difficulties reported after the first practice does not take place in the second practice. The results suggest more research is needed into the dynamics of difficulties experienced by student teachers and into planning new ways to develop professional competences.

scholarly journals Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi

2021 ◽  
Vol 8 (4) ◽  
pp. 245-251
Author(s):  
Atsuwe, B. A ◽  
Nomji, E, V
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Primary Data ◽  
Chi Square ◽  
Chi Square Test ◽  
The Government ◽  
Descriptive Survey ◽  
Supervision Of Student Teachers

This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred copies of the questionnaires were administered on the respondents and survey data analysed using descriptive statistics and Chi-square test. Results of the analyses showed that classroom management significantly affect student-teachers’ performance during teaching practice in secondary schools. The results revealed that curriculum development and instruction significantly affect student-teachers’ during their practice year. The result also revealed that supervision of student-teachers’ does greatly affect students’ teachers during their teachers during their teaching practice. The study recommends that Proper and maximal attention should be given to the classroom management by student-teachers’ in order to achieve the specific objectives at the end of the lesson in the classroom .There is need for the government to provide good library facilities and laboratories. Keywords: student-teachers’, Teaching practice, Challenges, Secondary Schools.

scholarly journals Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Valencia Tshinompheni Mabalane
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Integrated Learning ◽  
Intervention Programme ◽  
Tertiary Institution ◽  
Main Research ◽  
Bachelor Of Education ◽  
Work Integrated Learning

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

scholarly journals The Use of Autoscopy From the Epistemological Perspective of Action Research for Self-Analysis and Reflection of Teacher Practice

2019 ◽  
Vol 18 ◽  
pp. 160940691987324
Author(s):  
Daniela Maysa de Souza ◽  
Vânia Marli Schubert Backes ◽  
Marta Lenise do Prado ◽  
Jussara Gue Martini ◽  
José Luis Medina Moya
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Video Recording ◽  
Pedagogical Practice ◽  
Self Reflection ◽  
Epistemological Perspective ◽  
Evaluation Phase ◽  
Descriptive Approach ◽  
Research Action

The video recording of lessons allows the analysis results to provide data about the teaching practice. Analyzing the pedagogical practice itself allows the teacher an exercise of self-reflection, as they become aware of their behavior in the classroom, leading to the revitalization of their teaching model. This study aims to present the use of autoscopy as a stimulus to reflection, to a new understanding of the pedagogical practice of teachers, in an action research. This is a case study, with a qualitative and descriptive approach, performed with a new nursing teacher. The data were initially collected through a semistructured biographical interview and subsequent video recording of the classes, characterizing nonparticipant observations. The application of autoscopy followed the proposal of action research, with its phases: exploratory phase, in-depth research, action phase, and evaluation phase. The autoscopy was a useful strategy to stimulate teacher reflection because during the projection of the sketches selected for the video of the autoscopy session, the teacher can see himself or herself in action and self-analyze and discuss the selected pedagogical moments, stimulating reflection and generating a new understanding about his or her teaching practice. In this way, the use of autoscopy under the epistemological perspective of action research stimulates the self-analysis and reflection of the teaching practice.

scholarly journals Classroom management problems pre-service teachers encounter in ELT

2018 ◽  
Vol 13 (4) ◽  
pp. 511-520
Author(s):  
Kubra Keser ◽  
Fatih Yavuz
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Senior Year ◽  
Classroom Management Strategies ◽  
Management Problems

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students. Keywords: Classroom management, problems, teacher training, classroom management strategies.

scholarly journals Comparative Study on Self-Assessment of Teaching Competencies of PE Student Teachers from Poland and Kosovo

2018 ◽  
Vol 3 (90) ◽  
Author(s):  
Michał Bronikowski ◽  
Ida Laudańska Krzemińska ◽  
Adam Kantanista ◽  
Małgorzata Bronikowska ◽  
Ewa Szczepanowska ◽  
...  
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Focal Point ◽  
Work Practice ◽  
Self Assessment ◽  
Teaching Competencies ◽  
Self Reflection ◽  
School Placement ◽  
The Difference

Research backgrounds and hypothesis. This study investigates the student teachers’ preparation for the practical school  placement  in  Poland  and  Kosovo.  Considering  the  two  countries  with  different  academic  backgrounds there might be reasonable differences in the state of students’ preparation to work practice. While other research  concentrates on teachers’  supervision  during practical placement the literature review carried out for this paper  illustrates that teaching practicum, which has been a focal point of many academic discussions, has been relatively little researched, especially from the students’ perspective of the process. Understanding the differences regarding  various academic systems may bring some more light into the search for the most effective ways of preparing student  teachers for the school practical placement. Research aim. The purpose of the study was to analyse the student teachers’ assessments of their actual teaching  competencies in order to further prepare a Cooperating PE Teachers Programme (COPET) at both universities. A  sample of 154 second year Bachelor undergraduates in Poznań and 128 students from Pristina and respectively 109 from Master students from Poznań, and 45 from Master students of the international post-graduate programme in Physical Education and Sport in Kosovo were surveyed.Research  method.  Quantitative  data  were  collected  via  the  Pre-Service  PE  Teachers  Self-Assessment Questionnaire including 25-items concerning three areas: organizational, didactic and pedagogical. A multivariate analysis of variance showed the differences between students from Poznań and Pristina. Research results. In our own research, the analysis of progression (visible in the difference between Bachelor and Master students) in their self-assessment indicates more critical self-reflection present in the assessments of students in Poznań. This was not common in the self-assessment of the students in Pristina as levels of their self-assessment at the two phases of the PETE programme (Bachelor and Master) were similar.Discussion and conclusions. Recommendations for further improvements of PETE programmes in both Polish  and Kosovan Higher Education Institutions concern the introduction of a COPET programme. Improving teaching  practice  and  professional  preparedness  of  student  teachers  requires  elevating  the  quality  of  academic  teaching  delivered to students throughout their studies. This especially concerns subjects dealing with the teaching of practical  and methodological skills. Equally important is the quality of early practical experience.Keywords: PE practical school placement, student teachers’ competencies, self-assessment.

scholarly journals The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 97-114
Author(s):  
Nida Mufidah
Keyword(s):  
Teaching Practice ◽  
Lesson Plan ◽  
English Department ◽  
Teaching Performance ◽  
Teaching Techniques ◽  
Department Of State ◽  
Self Reflection ◽  
Field Note ◽  
Common Problems ◽  
Pre Service Teacher

Teacher’s professional development is a long journey and it should be started from the college. The present paper discusses the development of pre-service teachers’ teaching performance at English department of State Islamic University of Antasari Banjarmasin when they were participating in the teaching practice program. It elaborates what they had done in the program and how their performance improved week by week. There were ten pre-service teachers who became the subjects of this report. The writer recorded their teaching techniques, media, and some feedbacks in a field note. An interview was also conducted to better understand their personal self-reflection on what they have achieved and to figure out their problems in teaching. The result of the study shows that the teaching practice program helped the pre-service teacher to develop their teaching performance by getting the feedback from the supervisor. The students’ ability to plan a lesson was improved week by week. They knew how to structure the lesson and write good lesson plan. In explaining the lesson, some common problems located on their pronunciation and grammar skills. Some also needed to know the way to manage and engage the students, and to close the lesson. The Pre-service teachers were able to use various media but they need to have better preparation to use them. In term of method used, CA, GTM, and ALM were commons method used by the students to teach various topics/ skills.

EVALUATION OF THE PRESCHOOL TEACHING PRACTICE I-II COURSE ACCORDING TO THE VIEWS OF THE PRACTICE TEACHERS AND THE STUDENT TEACHERS

2021 ◽  
Vol 6 (11) ◽  
pp. 1-20
Author(s):  
Semanur KADAKAL ◽  
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Preschool Education ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Snowball Sampling ◽  
Practice Teacher

It is stated that one of the most important stages in the training of a teacher is that teacher candidates gain practical teaching experience in schools (Ünlüönen & Boylu, 2007). Together with the lecturers in the faculty, the people who will contribute to the training of the teacher candidate and guide the teacher candidate in the school dimension of the process, namely the application part, are the practice teachers. MoNE defines the practice teacher as "the teacher who has a teaching formation in the practice school, selected from among the experienced teachers, guides and counsels the teacher candidate in gaining the behaviors required by the teaching profession". Practice teachers should be open to collaboration, willing to introduce teaching-learning processes, and sharing (Coşkun & Yalın Uçar, 2012). Since the application students gained their first professional experience under the guidance of the practice within the scope of the Teaching Practice course, the practice teacher should understand the importance of this process and know his responsibility. Teacher candidates find the opportunity to apply the knowledge they have acquired at the end of their 4-year undergraduate education in a real environment for the first time. Based on these points, the aim of this study is to evaluate the opinions of preschool student teachers studying at the same university and practice teachers about their practices in preschool education institutions within the scope of the "Teaching Practice I-II" course. This research was carried out to determine the opinions of 10 pre-school teachers working in 5 state kindergartens randomly selected from Küçükçekmece, Bakırköy and Ataköy districts of Istanbul province and 10 preschool stundent teachers studying at a foundation university in Istanbul on Teaching Practice I-II courses. Within the scope of the research, two data collection tools, "Teacher Interview Form" and "Student Interview Form", were used. The teachers and student teachers were determined by using the "snowball sampling" method. In the research, semi-structured interviews were conducted with a total of 20 people, including 10 preschool student teachers and 10 practice teachers. While the student teachers found the education they received at the university as theoretical and they could not implement activities that might interest children in the classroom, the practice teachers stated that the presence of teacher candidates in their classrooms provided an advantage especially in terms of supporting them in art activities, but they did not find their classroom management dominance sufficient. While the student teachers found their communication with them good, they stated that the student teachers should improve themselves in the activity implementation processes.

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