scholarly journals Webfolio: An online learning community to help link university studies and classroom practice in preservice teacher education

2004 ◽  
Vol 20 (1) ◽  
Author(s):  
Reesa Sorin
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Learning Community ◽  
Case Studies ◽  
Professional Learning ◽  
Classroom Practice ◽  
Work Samples ◽  
Authentic Classroom ◽  
University Lecturers ◽  
Professional Teaching

<span>The Webfolio project was developed at James Cook University to extend students' professional learning beyond what is taught in lectures or gleaned through the practicum. Through web based case studies, early childhood and primary preservice teachers explored topics of professional significance to their growth as teachers. Each case study included a range of media, such as: work samples; audiotaped conversations; links to websites; telephone and in person professional opinions from practising teachers, principals, social workers and welfare agents; and online discussion with other participants, including students, teachers and university lecturers.</span><p>Case studies were based on authentic classroom situations; ones which student teachers may never encounter during their practicums, therefore requiring them to immerse themselves in the professional world of teaching into which they were moving. There were no single, correct solutions; rather learners were encouraged to reflect, imagine and develop multiple and often non-traditional solutions. This exploration was supported within a learning community, where participants were positioned as co-learners, scaffolding each other's learning while building links to the professional world. These links may assist in bridging the gap that some neophyte teachers feel when beginning their professional teaching careers.</p>

scholarly journals Smart but Evil? Student-Teachers’ Perception of Educational Researchers’ Epistemic Trustworthiness

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986815
Author(s):  
Samuel Merk ◽  
Tom Rosman
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Scientific Evidence ◽  
Experimental Studies ◽  
Epistemic Beliefs ◽  
Research Results ◽  
Research Findings ◽  
Integrate Research

In-service and preservice teachers are increasingly required to integrate research results into their classroom practice. However, due to their limited methodological background knowledge, they often cannot evaluate scientific evidence firsthand and instead must trust the sources on which they rely. In two experimental studies, we investigated the amount of this so-called epistemic trustworthiness (dimensions expertise, integrity, and benevolence) that student-teachers ascribe to the authors of texts who present classical research findings (e.g., learning with worked-out examples) that allegedly were written by a practitioner, an expert, or a scientist. Results from the first exploratory study suggest that student-teachers view scientists as “smart but evil,” since they rate them as having substantially more expertise than practitioners, while also being less benevolent and lacking in integrity. Moreover, results from the exploratory study suggest that evaluativistic epistemic beliefs (beliefs about the nature of knowledge) predict epistemic trustworthiness. A preregistered conceptual replication study (Study 2) provided more evidence for the “smart but evil” stereotype. Further directions of research as well as implications for practice are discussed.

scholarly journals The formation of a community of practice in preservice teacher education : the interaction of the classroom environment and new communication technologies

2004 ◽  
Author(s):  
◽  
Melissa J. Poole
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Community Of Practice ◽  
Teacher Development ◽  
Professional Learning ◽  
Classroom Environment ◽  
Development Program ◽  
Communication Technologies ◽  
Second Phase ◽  
Online Data

The goal of this study was to examine the development of a group of preservice teachers over three semesters during the second phase of their coursework and fieldwork in the teacher development program at a major Midwestern university. The questions at the heart of the study were whether this cohort of preservice teachers developed community. What markers of community were evidenced? What contextual factors served to support or impede the development of community? Data were collected through observation of their courses, a series of interviews with a sample of preservice teachers, and archiving artifacts of their coursework such as the course syllabi, reading materials, and their discussions online. Data analysis was grounded in theory about the nature of community, communities of practice, teacher communities, online communities and in a sociocultural theory of technological change. The findings suggest that these preservice teachers began to form community during their years in the teacher development program. This community began to evolve from a community of practice into a professional learning community as they developed from college students into practicing teachers. However, the culture of the classroom, the physical arrangement of the room and the importance given to students' voices in class and online, played a large role in fostering and supporting the development of community.

scholarly journals Effects of data feedback in the teacher training community

2019 ◽  
Vol 5 (1) ◽  
pp. 27-50
Author(s):  
Tamar Tas ◽  
Thoni Houtveen ◽  
Wim Van de Grift
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Content Type ◽  
Academic Year

Purpose The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback. Design/methodology/approach The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used. Findings The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers. Research limitations/implications Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community. Originality/value Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.

Preservice Teachers Decomposing Ambitious Mathematics Teaching

2021 ◽  
pp. 788-799
Author(s):  
Jennifer M. Suh ◽  
Melissa A. Gallagher
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Professional Learning ◽  
Video Analysis ◽  
Collaborative Planning ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Academic Knowledge ◽  
Learning Mathematics ◽  
Mathematical Quality

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions

2014 ◽  
Vol 58 (3) ◽  
pp. 248-261 ◽  
Author(s):  
Bill Ussher ◽  
Wendy Carss
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Learning And Development ◽  
High Stakes ◽  
Depth Of Knowledge ◽  
Practicum Supervision ◽  
School Based ◽  
Learning Journey ◽  
Practicum Experiences ◽  
University Lecturers

Relationships between teachers, children and university lecturers must be positive, productive and professional to optimise the learning and development of student teachers in school-based experiences. The limited research into these ‘high stakes’ relationships mostly explores alternative approaches. This paper explores the perceptions of student teachers and associate teachers as they consider the value of an alternative practicum supervision approach. The lecturers supervised and mentored the student teachers in all of their practicum experiences. Findings indicate a clear preference for this approach, mostly because of reduced stress, especially in the final practicum. The lecturer was a stable influence with a greater depth of knowledge of the student’s learning journey. The later visits were future-focused, identifying next steps in developing both strengths and weaknesses. There are some current examples of this approach, but these participants suggest that it should be common practice because of the value of the professional conversations that occurred.

scholarly journals Music Student Teachers’ Perceptions of Their Seminar Experience: An Exploratory Study

2019 ◽  
Vol 29 (1) ◽  
pp. 11-25
Author(s):  
Christopher M. Baumgartner ◽  
Kimberly H. Councill
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Learning Community ◽  
Student Teaching ◽  
Professional Learning ◽  
High Stakes ◽  
Safe Place ◽  
Teachers Perceptions ◽  
Music Student ◽  
Group Interviews

The purpose of this study was to examine music student teachers’ (MST) perceptions of their student teaching seminar. MSTs immersed in their P -12 placements and the accompanying seminar at three state universities in the Midwest served as focus group participants. Through analysis of focus group interviews and course documents, we focused on MSTs’ perceptions of seminar purpose, structure, content, and assessment methods. Overwhelmingly, MSTs perceived the seminar as a professional learning community and a “safe place,” and they appeared to prefer frequent seminar meetings. While some MSTs felt more time per seminar was needed, others expressed difficulty in focusing after a full day of teaching. High-stakes teacher performance and portfolio assessments were a major focus of seminar content. We recommend incorporating activities into the seminar that support continued pedagogical growth and socialization into the profession.

Preservice Teachers Decomposing Ambitious Mathematics Teaching

2017 ◽  
pp. 37-47
Author(s):  
Jennifer M. Suh ◽  
Melissa A. Gallagher
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Professional Learning ◽  
Video Analysis ◽  
Collaborative Planning ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Academic Knowledge ◽  
Learning Mathematics ◽  
Mathematical Quality

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

scholarly journals A Technology Supported Induction Network for Rural Student Teachers

2018 ◽  
Vol 27 (2) ◽  
Author(s):  
Sara Winstead Fry
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
Professional Learning ◽  
Discussion Board ◽  
Mentor Teachers ◽  
Inservice Teachers ◽  
Compressed Video ◽  
University Personnel

Student teaching is a challenging period for preservice teachers as they make the transition from preparation to practice. Support from mentor teachers and university personnel can make this time easier, helping preservice teachers successfully integrate educational theory into their practice. Because of logistical, financial, and personnel limitations, many student teachers with rural placements receive inadequate support. The Technology Supported Induction Network (TSIN) was developed to address these issues by providing support and  ongoing professional learning opportunities for preservice teachers through distance technology. A qualitative case study was used to investigate the TSIN’s impact on elementary level student teachers. Results indicate that the TSIN’s two primary components, a discussion board and compressed video sessions, served different supportive roles. Recommendations for future programs utilizing technology as a way to enhance the preparation of student teachers or provide induction for inservice teachers in rural schools are also discussed.  

Sign in / Sign up

Export Citation Format

Share Document