DUAL TEACHING AND INTERSPERSED PROGRAMMING: LEARNING TO TEACH WITH CODE

2021 ◽  
Author(s):  
Ana Fuentes-Martinez
Keyword(s):  
Learning To Teach

scholarly journals Developing the practice of pre-service physical education teachers through a dyad model of lesson study

2021 ◽  
pp. 1356336X2110046
Author(s):  
Penny Lamb ◽  
Graham King
Keyword(s):  
Physical Education ◽  
Lesson Study ◽  
Computer Mediated Communication ◽  
Learning To Teach ◽  
Individual Learning ◽  
Theory And Practice ◽  
Learning Needs ◽  
Cross Sectional ◽  
Holistic View ◽  
School Based

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

Learning to Teach Offshore: Pre-Departure training for lecturers in transnational programs

2003 ◽  
Vol 22 (2) ◽  
pp. 205-216 ◽  
Author(s):  
Kate Gribble ◽  
Christopher Ziguras
Keyword(s):  
Learning To Teach

Tensions in Learning to Teach

2004 ◽  
Vol 55 (1) ◽  
pp. 8-24 ◽  
Author(s):  
Peter Smagorinsky ◽  
Leslie Susan Cook ◽  
Cynthia Moore ◽  
Alecia Y. Jackson ◽  
Pamela G. Fry
Keyword(s):  
Learning To Teach

scholarly journals Learning to teach and learn for semi-supervised few-shot image classification

2021 ◽  
pp. 103270
Author(s):  
Xinzhe Li ◽  
Jianqiang Huang ◽  
Yaoyao Liu ◽  
Qin Zhou ◽  
Shibao Zheng ◽  
...  
Keyword(s):  
Image Classification ◽  
Learning To Teach
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