scholarly journals The Supervised Teaching Practice and the Preservice Teachers’ Intended and Performed Actions in a Chemistry Class

2021 ◽  
Vol 23 (1) ◽  
pp. 136-169
Author(s):  
Natany Dayani de Souza Assai ◽  
Sergio De Mello Arruda ◽  
Fabiele Cristiane Dias Broietti
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Data Collection ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
Analysis Data ◽  
Initial Teacher Education ◽  
Chemistry Teaching ◽  
Research Perspective ◽  
9Th Grade

Background: Giving up prescriptive views on the teacher’s action in the classroom is necessary for a better understanding of the teaching work. We are also faced with the absence of works that address teaching action under an investigative bias in initial teacher education. Objectives:  identify and categorise the actions intended and performed by preservice teachers in a chemistry class, looking for implications for teacher education. Design: the study fits into a qualitative-interpretative research perspective. Setting and Participants: The data analysed comes from the monitoring of chemistry teaching degree students in the Supervised Teaching Practice discipline and their teaching in a 9th-grade class in a public school. Data collection and analysis: data collection took place through different instruments: lesson plans and audio and video recordings of the classes, that enabled interpretations based on the assumptions of the textual discursive analysis. Results: for the actions intended, a small set of five actions was identified (question, write, explain, organise, identify). The actions carried out, on the other hand, include a larger set of 13 actions and, mainly, microactions, made possible by the actions intended. There is a convergence between the actions initially planned and development in the departments, and the emergence of specific actions in the context of the Supervised Practice. Conclusions: Such results indicate the importance of categorising the actions of the undergraduate students in a chemistry class, resulting in a set of actions not yet identified in other studies, and discussing the importance of the Teaching Practice in the constitution of elements of the teaching work.

scholarly journals Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

2021 ◽  
Vol 11 (12) ◽  
pp. 791
Author(s):  
Teresa Conceição ◽  
Mónica Baptista ◽  
João Pedro da Ponte
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Qualitative Data ◽  
Teacher Education Program ◽  
Multiple Representations ◽  
Initial Teacher Education ◽  
9Th Grade ◽  
Learning Centered ◽  
Essential Resource

Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.

scholarly journals Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication

2019 ◽  
Vol 8 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Teresa Conceição ◽  
Mónica Baptista ◽  
João Pedro da Ponte
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Participant Observation ◽  
Video Recording ◽  
Initial Teacher Education ◽  
Classroom Communication ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Content Type

PurposeThe purpose of this paper is to understand what physics and chemistry preservice teachers learn on the nature of the inquiry tasks and about classroom communication in an inquiry task when they take part in a lesson study.Design/methodology/approachThis is a qualitative and interpretive research which was carried out within a master’s degree course in physics and chemistry teaching with three preservice teachers. Data were collected from participant observation with video recording, interviews, written reflections and group report by the preservice teachers. This two-cycle lesson study was conducted over 12 sessions. The data analysis took place through asking questions and using the constant comparison method, which allowed the identification of the most relevant issues about the preservice teachers learning according to the categories nature of the inquiry tasks and communication promoted by the teacher.FindingsThe results show that the preservice teachers learnt to identify the characteristics of inquiry tasks, how to develop an inquiry task when planning the research lesson and acknowledged its potential for student learning. Moreover, the preservice teachers acknowledged the fact that the classroom communication promoted by the teacher fostered student participation, negotiation of meanings about scientific concepts and construction of new learning that can be shared within the class.Research limitations/implicationsResearch is needed as regards how initial teacher education providers may contribute to the learning of preservice teachers in lesson study in initial teacher education programmes.Originality/valueThis research contributes to show potentialities of lesson study in the initial teacher education of preservice physics and chemistry teachers.

scholarly journals Mixed-Reality Learning Environments in Teacher Education: An Analysis of TeachLivE™ Research

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110321
Author(s):  
Zara Ersozlu ◽  
Susan Ledger ◽  
Alpay Ersozlu ◽  
Fiona Mayne ◽  
Helen Wildy
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Data Collection ◽  
Research Methods ◽  
Research Design ◽  
Mixed Reality ◽  
Initial Teacher Education ◽  
Single Subject ◽  
Valuable Insight ◽  
Area Of Interest

TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals Curricula in Teacher Education for Diversity in the University of Namibia

2018 ◽  
Vol 7 (2) ◽  
pp. 91-121
Author(s):  
Beatrice Sinyama Sichombe
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Diverse Learners ◽  
Education For All ◽  
Cultural Curriculum ◽  
The University

Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs.  What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents.  I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society.  Data collection consisted of documents, and interviews.  Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.    

Informing Teaching Through Community Engagement

2018 ◽  
pp. 278-298
Author(s):  
Trish Lewis ◽  
Letitia Hochstrasser Fickel ◽  
Glynne Mackey ◽  
Des Breeze
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Community Engagement ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Range ◽  
White Middle Class ◽  
Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

scholarly journals Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education

2017 ◽  
Vol 15 (6) ◽  
pp. 713-728 ◽  
Author(s):  
Jane Furness ◽  
Bronwen Cowie ◽  
Beverley Cooper
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
New Zealand ◽  
Adult Learners ◽  
Mathematical Thinking ◽  
Initial Teacher Education ◽  
Adult Participation ◽  
Achievement Data ◽  
Key Policy ◽  
Administrative Tasks

Current strong emphasis on literacy and numeracy in New Zealand educational policy, as elsewhere, reverberates in different ways in institutions charged with children’s and adults’ learning. A common response is to locate literacy and numeracy centrally in programmes aimed at preparing children for and enhancing adult participation in 21st century life and work. These agendas overlap in preservice teacher education. Preservice teachers enter Initial Teacher Education (ITE) programmes as adult learners engaged in building literacy and numeracy capability for teaching across the curriculum, working with student achievement data and administrative tasks, aspects of which may also be useful in their wider lives. These activities involve making judgements that require critical thinking, another key policy focus in New Zealand and internationally for children’s and adults’ learning. This article explores meanings of ‘critical’ in the context of mathematical thinking in ITE programmes. Given that mathematically based arguments can have both helpful and harmful consequences for humanity, we propose that development in preservice teachers’ capacity for critical mathematical thinking is crucial. In these times of significant global change we advocate for development of the kind of critical mathematical thinking that facilitates teachers working actively in pursuit of a socially just and sustainable world.

scholarly journals Gaining insight into teaching profession by using film: a preservice teachers’ experience

2019 ◽  
Vol 290 ◽  
pp. 13003
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Research Question ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Instructional Tools ◽  
Analysis Technique ◽  
Second Year ◽  
Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

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