scholarly journals Integrating Design Thinking in Teacher Education: Student Teachers Develop Learning Scenarios for Elementary Schools

2021 ◽  
Vol 16 (1) ◽  
pp. 1-26
Author(s):  
Sabine Högsdal ◽  
Anne-Marie Grundmeier
Keyword(s):  
Teacher Education ◽  
Elementary Schools ◽  
Student Teachers ◽  
Design Thinking ◽  
Education Student ◽  
Teacher Education Student ◽  
Learning Scenarios

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 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.

Enhancing the Readership of Teacher Students With Digital Book Subscription Services

2020 ◽  
Vol 11 (2) ◽  
pp. 12-27
Author(s):  
Juli-Anna Aerila ◽  
Johanna Lähteelä ◽  
Teemu Mäkelä ◽  
Merja Kauppinen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Free Time ◽  
Education Student ◽  
School Students ◽  
Childhood Experiences ◽  
Teacher Education Student ◽  
Teacher Students ◽  
Digital Book ◽  
The University

This article aims to illustrate a 7-month trial of digital book subscription services in teacher education. Student teachers of the University of Turku in Finland were encouraged to implement the service as part of their free time reading. The experiences of the digital subscription service were investigated using a questionnaire, and data were analyzed through a combination of qualitative analysis and quantitative analysis. The aim of the study was to consider the value of digital book subscription services in terms of reading for pleasure and to describe the readership of teacher students as well as their assessment of digital book subscription services as a pedagogical approach for supporting the reading of primary school students. The results indicated that digital book subscription services might enhance the readership of occasional readers and that audiobook services should be implemented more frequently in education since they seem to connect reading to other free time activities. More effort should be placed in supporting the readership of teacher students in teacher education. Currently, the attitude and amount of reading rely primarily on childhood experiences.

scholarly journals Troublesome tools: How can Wikipedia editing enhance student teachers’ digital skills?

2016 ◽  
Vol 10 (2) ◽  
pp. 329-346
Author(s):  
Hilde Brox
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Digital Tools ◽  
First Year ◽  
Education Student ◽  
Digital Competence ◽  
Teacher Education Student ◽  
Collaborative Tool ◽  
Digital Skills ◽  
Rare Opportunity

Digitale ferdigheter i skole og høyere utdanning tolkes ofte som evnen til å utnytte digitale verktøy i læringsarbeid. Artikkelen argumenterer for at lærerutdanningen også bør fokusere på digital teknologi som tema i tillegg til å betrakte teknologi som hjelpemiddel for å oppnå læring i de ulike fagene. I det følgende beskrives et undervisningsopplegg i samfunnsfag hvor første års lærerstudenter settes til å skrive en fagrelatert artikkel på Wikipedia. Gjennom ulike typer data analyseres hvilke innsikter som åpner seg for studentene når de selv skaper innhold de hittil bare har forholdt seg til som konsumenter. Artikkelen peker på at studentene gjør en rekke vesentlige oppdagelser underveis, men at det fortsatt er sider ved denne type kunnskapsproduksjon de ikke helt forstår. Artikkelen argumenterer for at opplegget likevel har sin berettigelse fordi det gir studentene en sjelden anledning til å tematisere viktige sider av digital teknologi på en måte som er både relevant og gjennomførbar innenfor de faglige rammene i lærerutdanningen.Nøkkelord: digital kompetanse, lærerutdanning, lærerstudenter, Wikipedia, wiki, digitale verktøy, digitale ferdigheterAbstractIn schools and in higher education, we often understand digital skills as the ability to use various digital tools for learning. The article argues that in addition to viewing technology as means to acquire subject-related learning, teacher education also needs to include an explicit focus on technology as a topic in itself. This article presents a Wikipedia editing assignment in Social Science for a group of first-year student teachers. A range of data are used to analyze some of the self-reported insights that open up to the students when they themselves become contributors of content they normally deal with exclusively as consumers. The study shows that although the students make a series of discoveries after becoming editors, they do not fully comprehend all the complexities of a massively collaborative tool like Wikipedia. The article argues that the assignment nevertheless provides the students with a significant and rare opportunity to address the use of digital technology, in a way that is both relevant and feasible within the frames of subject teaching and of teacher education.Keywords: professional digital competence, teacher education, student teachers, Wikipedia, wikis, digital tools, digital skills

scholarly journals Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching

2018 ◽  
Vol 71 (1) ◽  
pp. 24-40 ◽  
Author(s):  
Mathea Simons ◽  
Marlies Baeten ◽  
Claudio Vanhees
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Team Teaching ◽  
Field Experiences ◽  
Self Report ◽  
Education Student ◽  
Teacher Education Student ◽  
Advantages And Disadvantages ◽  
Positive Feelings ◽  
Alternative Field

During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.

scholarly journals L1 to L2 Translation Practices in Foreign Language Teacher Education: Student Teachers’ Views

2019 ◽  
Vol 2 (1) ◽  
pp. 10
Author(s):  
Ali Merç
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Language Teachers ◽  
Education Student ◽  
Spring Semester ◽  
Text Type ◽  
Test Items ◽  
Teacher Education Student ◽  
Advantages And Disadvantages

The purpose of this study was to elicit student teachers’ views regarding the translation practices they were engaged in within the content of a compulsory ‘L1 to L2 translation’ course. During a 12-week translation class in 2018 Spring semester, 22 student teachers were asked to translate different types of texts: literary texts, recipes, magazine articles, official documents, and oral texts. They also deal with different translation practices such as prepared translation, unprepared in-class translation with and without dictionaries or online translation tools, constructing multiple-choice translation test items, and oral translation. At the end of the training, the student teachers were asked to rank those different practices and text types according to their usefulness and difficulty. They were also asked to explain their reasons for those ideas. The quantitative and qualitative analyses of the obtained data showed that each translation practice and each text type had its advantages and disadvantages for student teachers in their way to become foreign language teachers. A number of suggestions and implications are also provided for student teachers and teacher trainers for the translation courses in teacher education programs.

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