scholarly journals Interdisciplinary Learning for Pre-service Teachers

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Simona Laurian Fitzgerald ◽  
Carmen Popa ◽  
Carlton Fitzgerald ◽  
Adina Vesa
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Therapy ◽  
Teaching And Learning ◽  
First Year ◽  
Physical Therapy Students ◽  
Action Research Project ◽  
Learning Groups ◽  
Young Students ◽  
The University

In this action research study, the researchers worked collaboratively to integrate curriculum in four ways: 1. Professors engaged students in an interdisciplinary project, 2. Students performed a real-world task, 3. Students worked in small cooperative learning groups, and 4. Students engaged in helping young students experience a positive holiday season. The purpose of this study was to review how these integrative principles effected the preservice teachers academically, socially, and emotionally. Two cohorts of preservice teachers were enrolled in the same three courses during this study. One cohort of physical therapy (PT) majors were enrolled in a course developed to assist PT professionals with their communication skills, understanding of basic psychology, and special needs principles. The preservice teachers were learning how to teach: (a) penmanship, (b) letter writing, and, (c) promotive small group social skills for their future students. Seventy-nine students (54 pre-ervice teachers and 25 physical therapy students) participated in this action research project by engaging in a Santa writing experience. Young students in four schools wrote letters to Santa, and the university student participants responded to the letters of young students. Four professors collaborated in this project. The teachers included: a language and didactics professor, a curriculum professor, a writing (penmanship) professor, and an adjunct professor working with first year physical therapy students. Results of the study indicated that students: 1. found the process to be more difficult than they first thought; 2. appreciated the opportunity to help young students celebrate their holiday dreams; 3. felt they learned more deeply the goals of their classes; and 4. were proud to help young people enjoy their holidays. This process was fairly complex and, in spite of that complexity, the majority of students found the experience worthwhile from a teaching and learning perspective and from an existential perspective.

Enhancing Student Engagement Using a Blended Learning Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 51-68
Author(s):  
M. Mahruf C. Shohel ◽  
Rosemary Cann ◽  
Stephen Atherton
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Approach ◽  
Action Research Project ◽  
Action Research Cycles

Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.

Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

2017 ◽  
Vol 36 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Emily M. Jones ◽  
Jun-hyung Baek ◽  
James D. Wyant
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Physical Education ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching And Learning ◽  
Early Career ◽  
Action Research Project ◽  
Research Project ◽  
Integrating Technology

Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.Results:Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.Discussion/Conclusion:Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

scholarly journals Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile

2019 ◽  
Vol 16 ◽  
pp. 9 ◽  
Author(s):  
Pablo Quiroga-Marabolí ◽  
Marcela Andrea Antúnez-Riveros ◽  
Marcela Aguirre-Jerez ◽  
Alvaro Besoain Saldaña ◽  
José Peralta-Camposano ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Educational Environment ◽  
First Year ◽  
Physical Therapy Students ◽  
First Year Students ◽  
Self Perceptions ◽  
Therapy Program ◽  
Competency Based ◽  
Second Year ◽  
The University

Purpose: This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed.Methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age.Results: The total mean score (120.9/200) indicated that the EE was perceived as ‘more positive than negative.’ There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as ‘not too bad,’ and for which first-, third-, and fourth-year students gave a rating corresponding to ‘not a nice place.’ On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32).Conclusion: Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

Back to the Future

2019 ◽  
pp. 237-252
Author(s):  
Gabriele I.E. Strohschen
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Research Projects ◽  
Community Members ◽  
Community Stakeholders ◽  
The World ◽  
The University

This chapter corroborates competence-based and social-situational educational practices with the principles of Blended Shore Education (BSE) and Metagogy. These two theorems emerged from several action research projects that engaged Chicago community members, university students, and educators from around the world. The principles, tenets, and descriptions of applied instructional methods in the context of civic and social engagement projects demonstrate how teaching and learning praxes and curricula and program design can be achieved by and with the learners, by the university, and by the community stakeholders to result in relevant and meaningful education models in higher education.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals The ‘present-tense’ experience of failure in the university: Reflections from an action research project

2020 ◽  
Vol 37 ◽  
pp. 100719
Author(s):  
Rebecca Whittle ◽  
Liz Brewster ◽  
Will Medd ◽  
Hilary Simmons ◽  
Rob Young ◽  
...  
Keyword(s):  
Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Present Tense ◽  
The University

Curriculum Development in Technology-Enhanced Environments

2011 ◽  
pp. 492-504
Author(s):  
Mike Keppell ◽  
Eliza Au ◽  
Ada Ma ◽  
Christine Chan
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Implicit Theories ◽  
Assessment Practices ◽  
Educational Beliefs ◽  
Attitudes And Beliefs ◽  
Action Research Project ◽  
Teaching Learning ◽  
Insight Into

As teacher-educators, we are acutely aware of our responsibilities in nurturing the knowledge, attitudes, and beliefs of pre-service teachers. As part of our interest in improving our teaching, learning, and assessment practices, we have been participating in an action-research project on technology-enhanced assessment over the last 12 months. Throughout this collaboration, we have become aware of our assessment practices and have been delighted that this has also resulted in a questioning of our current learning design for our modules and further clarity in our own thinking about why we teach the way that we do. The process of action-research has forced us to examine our educational beliefs and how these motivate our teaching and learning. This article focuses on why as teacher-educators it is our obligation to articulate our theories of teaching and learning. It is essential that we articulate these often-implicit theories not only as a means of engaging in dialogue with other teacher-educators, but also as a means of engaging in dialogue with our own students who are pre-service teachers. This cascading waterfall of dialogue and explicitness may allow pre-service teachers to gain insight into the decisions we make as teacher-educators and the rationale we use in our teaching. This obligation has important ramifications for the education of children in the Hong Kong setting, as pre-service teachers may see these explicit rationales as a guide to their own teaching within the early childhood, primary, and secondary settings.

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