scholarly journals A faculty member learning with and from an undergraduate teaching assistant: Critical reflection in higher education

2019 ◽  
Vol 3 (2) ◽  
pp. 109-117
Author(s):  
Frank Daniello ◽  
Caroline Acquaviva
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Faculty Member ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Undergraduate Teaching ◽  
Power Dynamics ◽  
Working Relationships ◽  
Education Student ◽  
Teacher Education Student

This case study describes a student-faculty partnership between an undergraduate teacher education student and a faculty member of teacher education. This faculty-centric partnership aimed to enhance the faculty member’s critical reflection on his pedagogy in an introduction to teacher education course. In this jointly-written article, we offer student and faculty insights about the process we employed, the outcomes of our teaching and learning together, and the complexities of student-faculty working relationships stemming from power dynamics. We also provide recommendations for faculty and students looking to engage in collaborations. These recommendations center on defining partner roles, using video recordings, and addressing power dynamics between students and faculty within higher education. Drawing from our experience, we suggest that student-faculty partnerships are one fruitful avenuefor improving the quality of instruction in higher education. They require minimum financial resources and can enhance faculty pedagogy, which will benefit current and future students.

scholarly journals Teaching is More than Applying Knowledge:

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Manuela Keller-Schneider
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Crucial Role ◽  
Developmental Tasks ◽  
Education Student ◽  
Teacher Education Student ◽  
Teacher Professionalization ◽  
Changing Times

Teaching is a challenging job, due to the changing requirements of changing times. Routine as a teacher is not possible. Student teachers need to be prepared to deal with challenging situations. The perception of requirements as challenges and problem-solving capacities are needed to master the job as a teacher. This article explains why problem-solving capacities are essential for teacher professionalization, what requirements challenge beginning teachers most, and how teacher education can foster student teachers to be prepared to deal with challenges of the first stage of their career. Based on the model of professionalization in which individual resources play a crucial role in the perception of challenge and the coping with it, results from a study on the challenges of beginning teachers were shown. The main finding that beginning teachers are most challenged by teaching that refers to individual students’ needs leads to consequences for teacher education. Student teachers need to build up adaptive knowledge for school and reflection competences. Explanations on a course at Zurich University of Teacher Education show how student teachers are educated in a problem-based setting to build up knowledge and competence that are useful in order to teach considering individual students’ needs. The article closes with a model of reflection on challenging situations that takes into account different factors of individual resources that are relevant for professionalization. Keywords: teacher education, developmental tasks, requirement appraisal, individual resources, reflection, problem-based learning

scholarly journals Active Learning: The Panacea to Miseducative Practices in Teacher Education

2021 ◽  
Author(s):  
Davison Zireva
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Active Learning ◽  
Reflective Thinking ◽  
Traditional Education ◽  
Education Student ◽  
Ripple Effects ◽  
Teacher Education Student ◽  
Life Long Learning ◽  
The Way

Traditional education has ripple effects in education. The way the educator was taught is almost always the way the educator teaches the learners. Traditional education has a narration sickness (Freire, 2000) and the so-called educators are proselytising ideologues who are after the production of copy cats. Active learning in teacher education is anchored in reflective thinking on all practices. The teacher education student should be encouraged to embark on action research which makes one to be introspective. Thus action research makes the teacher involved in active life-long learning. The teacher who has been groomed in action research abhors routine and ritualistic methods of teaching. The action research oriented teacher makes learners active in learning episodes.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

The Critical Language Reflection Tool

2022 ◽  
pp. 203-220
Author(s):  
Jennifer Miyake-Trapp ◽  
Kevin M. Wong
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
World Englishes ◽  
Evidence Based ◽  
Teaching Standards ◽  
International Teaching ◽  
Contextual Awareness

Critical reflection is an integral part of the teaching and learning process that requires educators to reflect on their assumptions and practices to promote equity in their classrooms. While critical reflection practices and frameworks have been proposed in teacher education, a TESOL-specific tool that engages with the unique complexities of world Englishes has not been developed. The current chapter, thus, engages in critical praxis by providing an evidence-based, step-by-step reflection tool for TESOL educators to enact inquiry. The reflection tool is called the critical language reflection tool, which offers open-ended questions surrounding assumption analysis, contextual awareness, and reflection-based action. Moreover, it applies a critical lens to the TESOL international teaching standards to help TESOL educators and teacher educators foster critical consciousness in TESOL classroom contexts.

Influences on teacher education student attitudes toward youth who are HIV+

2004 ◽  
Vol 41 (2) ◽  
pp. 211-219 ◽  
Author(s):  
Terry A. Stinnett ◽  
Michael K. Cruce ◽  
Kurt T. Choate
Keyword(s):  
Teacher Education ◽  
Student Attitudes ◽  
Education Student ◽  
Teacher Education Student

scholarly journals Skriving i et digitalt triadisk refleksjonsfellesskap i lærerutdanninga

2016 ◽  
Vol 10 (2) ◽  
pp. 347-365 ◽  
Author(s):  
Torunn Klemp ◽  
Vivi Nilssen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Driving Force ◽  
Mother Tongue ◽  
Education Student ◽  
Theoretical Studies ◽  
Teacher Education Student ◽  
Field Practice ◽  
Daily Response ◽  
Second Year

Artikkelen tar utgangspunkt i et intervensjonsprosjekt i grunnskolelærerutdanninga. SKRIVUT-prosjektet svarer på en nasjonal og internasjonal etterspørsel etter gode møte­plasser for samarbeidet i lærerutdanninga. Møteplassen er et diskusjonsforum i It’s learning knyttet til praksisopplæringa der andreårsstudentene daglig skriver og får respons av medstudenter, praksislærer og faglærere i norsk og i pedagogikk og elevkunnskap. Studien som presenteres i artikkelen, bygger på kvalitativ analyse av loggdiskusjoner og intervjuer fra prosjektets andre år. Studien viser en faglig orientering i studentenes loggskriving og at det er mulig å etablere en samspillsarena. Den skriftlige dialogen i det digitale rommet viste seg å være drivende både for teoristudier og utvikling av fagspråk. Samtidig løftes praksislærers lokale og erfaringsbaserte kunnskap fram og settes i dialog med den teoribaserte kunnskapen. I diskusjonen tolkes karakteristiske trekk ved dialogen i det triadiske refleksjonsfellesskapet i lys av tenkning om behovet for situasjonsavgrensende og situasjonsoverskridende prosesser i læringskontekster. Funnene diskuteres opp mot studier som peker på at lærerstudenter og lærere har et mangelfullt fagspråk og er lite orientert mot etablert kunnskap.Nøkkelord: lærerutdanning, lærerstudenter, det digitale rom, samspillsarena, fagspråkAbstractThe background for this article is an intervention project in teacher education for primary school. The project addresses a worldwide call for meeting places for the triadic collabo­ration in teacher education. The meeting place is an asynchronous LMS-based discussion forum where second year student teachers write and receive daily response from fellow student teachers, mentors and professors in Norwegian (Mother Tongue) and in Pedagogy and Pupil-related Skills during field practice. The study presented in this article is based on a qualitative analysis of written log discussions and interviews from the second year of the project. The study shows that the student teachers have a subject-oriented focus in their writing. It also shows that it is possible to establish an arena for interplay. The written dialog in the digital room turned out to be a driving force regarding theoretical studies and the develop­ment of a professional language. At the same time, the mentor’s experience based knowledge is highlighted and put into dialog with the theory based knowledge. In the discussion, the characteristics of the triad’s dialog are interpreted in the light of theory on learning as a double process, focusing both on the particular situation and contextualizing the situation. The findings are discussed in the light of previous research on the lack of a sufficient pro­fessional language and lack of orientation towards established knowledge amongst student teachers and teachers.Keywords: teacher education, student teachers, the digital room, arena for interplay, professional language

scholarly journals PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS

2016 ◽  
Vol 69 (1) ◽  
pp. 37-56
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen ◽  
Markus Hähkiöniemi ◽  
Sami Lehesvuori ◽  
...  
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Student Teachers ◽  
School Teacher ◽  
Primary School Teacher ◽  
Education Student ◽  
Classroom Talk ◽  
Teacher Education Student ◽  
Primary School Student ◽  
Response Feedback

In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.

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