scholarly journals Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

2016 ◽  
Author(s):  
Renee Crawford ◽  
Louise Jenkins
Keyword(s):  
Blended Learning ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Advanced Technology ◽  
Pedagogical Change ◽  
Tertiary Teaching ◽  
Learning Platforms ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace consistent with the growing expectations and requirements of an innovative society. A teacher-led research project was devised to navigate through some of the complexities and implications associated with necessary pedagogical change in response to the transitioning digital tertiary environment. The development and implementation of blended learning and team teaching strategies were introduced into the pedagogy of a tertiary pre-service teacher education methods class. This paper reports on three sequential years of findings, which will explore student understandings of blended learning and team teaching and the overall impact they had on their learning in this context.

scholarly journals The impact of Blended Learning and Team Teaching in tertiary pre-service music education classes

2016 ◽  
Vol 13 (3) ◽  
pp. 61-84
Author(s):  
Louise E. Jenkins ◽  
◽  
Renee Crawford ◽  
Keyword(s):  
Music Education ◽  
Blended Learning ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Advanced Technology ◽  
Approaches To Teaching ◽  
Student Expectations ◽  
Tertiary Teaching ◽  
Service Music ◽  
The Impact

The nature of tertiary teaching is metamorphosing at a pace consistent with the expectations and requirements of an innovative society. This is due to more accessible advanced technology, the targeted use of online learning, student expectations for a flexible learning environment and the pressures of faculty budgets. As a result, more innovative approaches to teaching and learning are required. In response, a project is investigating the implementation of a Blended Learning process within tertiary preservice music education classes, underpinned by Team Teaching strategies. This paper will report on some of the findings of the project’s first two years of research.

scholarly journals Managing the Covid-19 pandemic in South African Schools: turning challenge into opportunity

2021 ◽  
pp. 008124632110583
Author(s):  
Jacobus Gideon Maree
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Digital Learning ◽  
The South ◽  
The Public ◽  
Tertiary Teaching ◽  
South African School ◽  
Learning Platforms

This article reports on challenges faced today by the South African schooling system due to the Covid-19 pandemic, with the emphasis on the public school system. Its aim is to show the extent and nature of these challenges and how they exacerbate existing challenges and impact the quality of post-matric study and tertiary education. A number of specific challenges are focused on such as large class sizes, physical distancing requirements, and the use of online and digital learning platforms to facilitate education, and how this style of teaching and training is not practical for most of the South African school population. The discrepancy between the real situation in schools and the applicability of Covid-19 protocols is also examined. In addition, I discuss the problems posed by the schooling time that has been lost, the effect of curriculum trimming, and the long-term price post-Grade 12 study and tertiary teaching and learning may have to pay. Finally, looking through a positive, future-oriented lens, I endeavour to place the overall situation in South African education in perspective.

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 Adapting or Changing: The COVID-19 Pandemic and Teacher Education in Russia

2021 ◽  
Vol 11 (8) ◽  
pp. 408
Author(s):  
Roza Valeeva ◽  
Aydar Kalimullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Blended Learning ◽  
Education System ◽  
Teaching And Learning ◽  
Education Access ◽  
Organization And Management ◽  
Learning Platforms ◽  
Access To Knowledge ◽  
Russian Education

Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country’s education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top–down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country’s education system in extreme situations that might recur in the future.

Promoting student-centred blended learning in higher education: A model

2021 ◽  
pp. 204275302110277
Author(s):  
Md. Kabirul Islam ◽  
Md. Fouad Hossain Sarker ◽  
M. Saiful Islam
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Tertiary Education ◽  
Peer Group ◽  
Asynchronous Mode ◽  
Learning Stage ◽  
Synchronous Mode ◽  
Quasi Experimental ◽  
Stage 1

This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended learning. The main objectives of this study are to examine course design in a blended learning setting, strategies adopted by the course teachers to maximize students’ online interactions in a collaborative manner and how well these strategies had an impact on quality of blended teaching and learning in tertiary education. Drawing upon a quasi-experimental approach, qualitative data were collected by observing the teaching and learning activities of a course named ‘Bangladesh Studies’ over a four-month semester. Findings of this study suggest a model that would allow better student–teacher interaction in both synchronous and asynchronous modes of teaching and learning based on three sequential stages such as referring to and discussing online peer-group comments in the regular face-to-face classes in asynchronous mode (stage 1), off-campus synchronous mode of interactions to utilize students’ personal study hours (stage 2) and off-campus asynchronous mode of interactions to offer flexibility for collaborative learning (stage 3). It is argued that the model that has been offered could be useful in promoting innovative and contextual pedagogy which will essentially involve students in sharing, interacting and collaborating discussions for knowledge construction and hereby enable overall cognitive development of students in a blended learning environment.

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.

Pre-Service Teachers Designing Virtual World Learning Environments

2012 ◽  
Vol 3 (4) ◽  
pp. 16-26 ◽  
Author(s):  
Lisa Jacka ◽  
Kate Booth
Keyword(s):  
Information Technology ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Computer Based ◽  
Pre Service Teacher Education ◽  
The Voice ◽  
Pre Service Teacher

Integrating Information Technology Communications in the classroom has been an important part of pre-service teacher education for over a decade. The advent of virtual worlds provides the pre-service teacher with an opportunity to study teaching and learning in a highly immersive 3D computer based environment. Virtual worlds also provide a place in which pre-service teachers can design teaching and learning environments for their future students. The virtual world teaching and learning environments that pre-service teachers design can, in turn, inform established educators about how virtual world spaces can be well designed and contribute to research in the field of education in virtual worlds. The voice of one pre-service teacher and her tutor is presented as they discuss the design of a virtual world maths teaching and learning environment.

Sign in / Sign up

Export Citation Format

Share Document