DISTANCE LEARNING IN TEACHER EDUCATION: LESSONS LEARNED FROM AN ONLINE ENGLISH FOR SPECIFIC PURPOSES TEACHER EDUCATION COURSE

2021 ◽  
Author(s):  
Elis Kakoulli Constantinou
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Lessons Learned ◽  
English For Specific Purposes

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

Cooperation between a Distance Teaching University and an On-Campus University

2013 ◽  
pp. 115-123
Author(s):  
Louise Bertrand
Keyword(s):  
Distance Learning ◽  
New Technologies ◽  
Lessons Learned ◽  
Distance Teaching ◽  
Way Of Life ◽  
Classroom Learning ◽  
Dual Mode

There are more and more reasons for combining distance learning with classroom learning, not only because of the availability of new technologies but also because of the changes they induce in the student’s relationship to knowledge and in their way of life. Nonetheless, there are few instances of dual-mode universities being created by combining a distance university with an on-campus university. This chapter relates the experience of merging a distance university (TELUQ) with an on-campus university (UQAM), the reasons behind the fusion, and the lessons learned from the experience.

Using a Blended Model to Improve Delivery of Teacher Education Curriculum in Global Settings

2008 ◽  
pp. 1216-1224
Author(s):  
Vivian H. Wright ◽  
Ronnie Stanford ◽  
Jon Beedle
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Master's Program ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Course Content

This chapter describes how teacher educators have used a blended approach, online and traditional delivery, to structure course content for its international master’s program. The authors discuss challenges they had to overcome, lessons learned, and students’ reflections upon the blended approach.

Teacher Motivation During Emergency Distance Learning

2021 ◽  
pp. 16-45
Author(s):  
Elyanora Yusufovna Menglieva ◽  
Fareeha Manzoor
Keyword(s):  
Distance Learning ◽  
Thematic Analysis ◽  
English Language ◽  
Teacher Motivation ◽  
Lessons Learned ◽  
Language Teachers ◽  
Esl Teachers ◽  
English Language Teachers ◽  
Level Of Motivation ◽  
Rapid Shift

The rapid shift to virtual teaching in response to the COVID-19 pandemic has resulted in emergency remote teaching (ERT) and has highlighted the numerous multilevel challenges associated with it in the countries from the Global South. This chapter aims to explore how this shift to remote teaching has affected English language teachers' level of motivation and how they have adapted to it. In addition, this study offers quantitative and qualitative insights into the effectiveness of the resources employed by EFL/ESL teachers. This is done by analyzing the surveys of 34 teachers and interviews of four teachers from Uzbekistan and Pakistan. Through thematic analysis of the interviews, a detailed account of the challenging factors and their coping strategies were found. This chapter concludes with a discussion on the lessons learned and recommendations on how to make a relatively smoother transition to remote teaching.

Vocational Training of Masters Using E-Learning Systems as the Basis of a Professional Teacher

2016 ◽  
pp. 184-195
Author(s):  
Elena Rumbesha ◽  
Irina Bushueva
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Systems ◽  
Traditional Teaching ◽  
Classroom Training ◽  
State Pedagogical ◽  
Teachers And Students ◽  
E Learning ◽  
Graduate Teacher Education

In this chapter, the authors show a promising model of education in the future. The model is based on blended learning and integrates remote and internal forms. At present, the authors have developed system elements for graduate teacher education, combining classroom training with remote instruction. In this chapter professor Elena Rumbesha (Tomsk State Pedagogical University) and professor Vardan Mkrttchian (HHH University) use the results of previous research and publications about Masters of Education to explain the idea of distance learning as a special form of interaction between teachers and students enabling those to use inherent in traditional teaching forms and methods along with modern distance learning methods.

E-Pedagogical Support Strategies to Teaching Methodology of Economics Students at an Open Distance Learning University

2020 ◽  
Vol 10 (3) ◽  
pp. 1-18
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Teaching Methodology ◽  
Learning Context ◽  
Online Questionnaire ◽  
Pedagogical Strategies ◽  
Support Strategies

A systematic review of the literature of e-pedagogical support strategies for an open distance learning context was done to explore the knowledge “gap” on existing scholarly works. This paper investigates the use of pedagogical support strategies employed to support student learning in an online Teaching Methodology of Economics course. The research followed a pragmatic approach—an explanatory mixed-methods design—to conduct the research. An online questionnaire and eDiscussion forum entries were employed to collect data. Convenient and purposive sampling of postgraduate students (n=179) in Teaching Methodology of Economics were selected. Students voluntarily completed the online survey. Findings and practical implications were formulated to advance online pedagogical strategies to support student learning and thus promote essential competencies for the course in the college of education at an open distance learning university. The current study has only examined a small sampling of student views regarding pedagogical strategies employed in a teacher education online course. More research is needed to establish whether a larger sample, comparing similar courses in the teacher education programme, will yield different results.

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