The case study of Project-Based Learning employing media convergence: A case study of Pre-service teacher preparation course in an university

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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Case study of synchronous and asynchronous class operations in a non-face-to-face environment: Focused on the Pre-service teacher preparation course

10.33645/cnc.2021.04.43.4.173 ◽

2021 ◽

Vol 43 (4) ◽

pp. 173-192

Author(s):

Hye-jin Park

Keyword(s):

Teacher Preparation ◽

Face To Face ◽

Pre Service Teacher

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Exploring the Factor Structure of the Constructs of Technological, Pedagogical, and Content Knowledge (TPACK): An Exploratory Factor Analysis Based on the Perceptions of TESOL Pre-Service Teachers at a British Private University in Malaysia

Research Journal of Education ◽

10.32861/rje.72.103.115 ◽

2021 ◽

pp. 103-115

Author(s):

Raveenajit Kaur A. P. ◽

Kalvant Singh ◽

Alberto Luis August

Keyword(s):

Technology Integration ◽

Teacher Preparation ◽

Data Collection ◽

Private University ◽

Teacher Preparation Program ◽

Preparation Program ◽

Structured Interviews ◽

Mixed Methods Case Study ◽

Pre Service Teacher

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.

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Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education

Information Technology and Constructivism in Higher Education ◽

10.4018/978-1-60566-654-9.ch020 ◽

2009 ◽

pp. 303-318 ◽

Cited By ~ 2

Author(s):

Carol R. Rinke ◽

Divonna M. Stebick ◽

Lauren Schaefer ◽

M. Evan Gaffney

Keyword(s):

Information Technology ◽

Teacher Education ◽

Teacher Preparation ◽

Critical Case ◽

Teacher Education Program ◽

Face To Face ◽

Pre Service Teacher Education ◽

Critical Case Study ◽

Pre Service Teacher

This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education.

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THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v7i2.2652 ◽

2019 ◽

Vol 7 (2) ◽

pp. 119

Author(s):

Linda Linda ◽

Apandi

Keyword(s):

Qualitative Method ◽

Teaching Practice ◽

Problem Based Learning ◽

Real Field ◽

English Department ◽

Effective Teacher ◽

Existing Problems ◽

Apply Problem ◽

Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

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