scholarly journals Part III: Advancing Media-related Educational Competencies

2020 ◽  
pp. 152-220
Author(s):  
Jennifer Tiede
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Literature Review ◽  
Initial Teacher Education ◽  
Model Integration ◽  
Competency Models ◽  
The Usa ◽  
Integration Of Ict

In the first part of this dissertation, selected models and standards from Germany and the USA were introduced, based on a literature review and thus revealing what is considered relevant for practice in a variety of sources and which competencies preservice teachers should acquire, according to these sources. In the second part, methods and selected results of competency measurements were introduced, thus demonstrating ways to operationalize the models and to assess the outcomes of respective processes of such a model integration. Complementary to these theoretical and measurement-focused perspectives on media-related educational competencies, it is important to extend the viewpoint to practices of media-related education of preservice teachers: the objectives both of competency models and of competency measurements ultimately include impacting the respective practices in teacher education and offering a grounded basis and stimuli for improvements and enhanced practice. In accordance with this, various sources emphasize the importance of research on the integration of ICT and respective competencies into initial teacher education (Enochsson und Rizza 2009; Krumsvik 2014; Tondeur u. a. 2017).

scholarly journals Editorial: Media-related Educational Competencies of German and US Preservice Teachers

2020 ◽  
pp. 1-37
Author(s):  
Jennifer Tiede
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Initial Teacher Education ◽  
Comparative Perspective ◽  
Related Research ◽  
Competency Models ◽  
The Usa ◽  
Support Students

Media have become omnipresent in children’s and youths’ everyday lives, and they also offer rich chances and challenges for educational contexts. On the one hand, media can, for example, support students’ learning effectively, enhance lessons with innovative tools and methods and help individualize teaching and learning processes. On the other hand, students need to learn, e.g., how to use these media, how to select and evaluate them and how to act responsibly in a digitalized and mediatized world. Teachers are a core stakeholder in this context. To take advantage of the benefits media offer for teaching and learning processes, to support students in the acquisition of respective competencies and to fulfill numerous other media-related tasks and challenges, teachers need to acquire respective competencies in their initial teacher education, which can be summarized as media-related educational competencies. The relevance of these competencies is evident on different levels. In related research, respective competency models are developed, and in practices of teacher education, competencies are measured and efforts are taken to advance the competencies of preservice teachers. Against this background, this semi-cumulative dissertation presents a theory-based and empirical analysis of the competencies in question from a comprehensive and multidimensional perspective. In accordance with the central aspects outlined, the three systematic main fields focused on are models of media-related educational competencies, their measurement and practices of advancement in teacher education, as well as the interplay of these three fields. The dissertation takes on an international comparative perspective and focuses on the examples of initial teacher education in Germany and the USA. The article-based dissertation comprises three main parts, framed by introduction and conclusion. The introduction provides a basis for the following work with regards to terminology, scope of research and overall methodology. The first main part is concerned with models of media-related educational competencies and includes a theory-based systematic comparison of three relevant models. This part explicates the varieties between competency models, and it discusses central aspects of selection and application. In Part II, methods and varieties of competency measurement are focused on, and an article is presented which shares results of an exploratory quantitative measurement of the respective competencies of German and US preservice teachers. Overall, this part reveals the potential and limitations of competency measurement and transfers these conclusions to the competency models introduced in Part I. Part III is concerned with an analysis of current practices of advancing media-related educational competencies in Germany and the USA. In this context, stakeholders influencing these practices will be systemized and analyzed in their role and impact. The article included in Part III introduces interviews which were conducted to achieve insights into the perspectives of selected experts, regarding relevant models, practices and outcomes of media-related teacher education in Germany and the USA. Finally, the Conclusion of the dissertation will draw together the different strands, clarify the close connection between the domains of modeling, measuring and advancing the competencies in question and discuss the interdependencies of these three dimensions. These perspectives help both to contextualize and bring together important facets which have often been treated separately in related research and will add new facets to ultimately achieve a comprehensive and multifaceted viewpoint. Against the background of the intercultural comparative perspective, the results and findings will ultimately achieve an enhanced and deep analysis and reflection on the complex field of media-related educational competencies in Germany and the USA and beyond.

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.

Informing Teaching Through Community Engagement

2019 ◽  
pp. 1225-1245
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.

Preservice Teachers’ Mathematical Knowledge about Repeating Patterns and their Ability to Notice Preschoolers Algebraic Thinking

2021 ◽  
Vol 23 (7) ◽  
pp. 30-59
Author(s):  
Joana Cabral ◽  
Hélia Oliveira ◽  
Fátima Mendes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Qualitative Methodology ◽  
Basic Education ◽  
Teaching Experiment ◽  
Algebraic Thinking ◽  
Early Years ◽  
Initial Teacher Education ◽  
Early Algebra ◽  
Repeating Patterns

Background: Several studies have shown that many preservice teachers (PTs) who teach in the early years have a superficial knowledge about repeating patterns (RPs), which affects their knowledge about children’s algebraic thinking. Objective: This article aims to understand PTs’ algebraic thinking and their ability to notice preschoolers algebraic thinking and how these two domains articulate within a teacher education experiment. Design: The study follows a qualitative methodology based on participant observation, complemented by document collection. Setting and participants: The study stems from a teaching experiment carried out in a school module focused on patterns and algebra of a degree in basic education, with two pairs of PTs as participants. Data collection and analysis: The data come from the written productions and discussions between the elements of each pair of PTs within the scope of the tasks proposed in the teacher education course, adopting an original analysis framework. Results: The results reveal that the PTs successfully identify the structure of the RPs and the general position of each term; however, one of the pairs still find difficulties in fully understanding that mathematical object. The pairs attend to relevant aspects of children’s algebraic thinking, although sometimes with limited interpretation. Conclusions: This study highlights the importance of creating opportunities in initial teacher education for PTs to develop their algebraic thinking from an early algebra perspective and to analyse, in this context, the preschoolers’ work.

A literature review of lesson study in initial teacher education

2018 ◽  
Vol 7 (1) ◽  
pp. 8-22 ◽  
Author(s):  
Deborah Lynn Sorton Larssen ◽  
Wasyl Cajkler ◽  
Reidar Mosvold ◽  
Raymond Bjuland ◽  
Nina Helgevold ◽  
...  
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Student Teachers ◽  
Lesson Study ◽  
Initial Teacher Education ◽  
Learning Needs ◽  
Research Papers ◽  
Content Type ◽  
National Team ◽  
Definition Of

Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning. Findings The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations. Research limitations/implications This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters. Practical implications Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. Originality/value This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

scholarly journals A COVID-19 Re-envisioned Teaching Practicum Curriculum

2021 ◽  
Vol 6 (2) ◽  
pp. 249-266
Author(s):  
Carisma Nel ◽  
Carolina Botha ◽  
Elma Marais
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
School Partnerships ◽  
Teaching Practicum ◽  
Alternative Placement ◽  
University School Partnerships ◽  
Faculties Of Education

The changes taking place in the schooling landscape because of the coronavirus are real and meaningful and have implications for the training of preservice teachers, especially the teaching practicum component of their initial teacher education programs. The havoc caused by COVID-19 forced many faculties of education into a state of ‘panic-gogy’ to ensure that student teachers could complete their teaching practicums. In this paper we argue that consideration should be given to core teaching practices and practice-based teacher education pedagogies (i.e., representations and approximations) that can be used in alternative “placement contexts” that will supplement and harness the authenticity of school-based experiences. We provide two conceptual tools, collaboratively developed by teaching practicum educators and mentor teachers, that can be used as heuristic by other university-school partnerships when considering teaching practicum redesign efforts.

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.

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