Engaging Preservice Teachers in Hypermedia Authoring: Process and Outcomes

1997 ◽  
Vol 16 (2) ◽  
pp. 191-207 ◽  
Author(s):  
Gail E. Fitzgerald ◽  
Laura Hardin ◽  
Candice Hollingsead
Keyword(s):  
Preservice Teachers ◽  
Instructional Strategies ◽  
Computer Anxiety ◽  
Teaching Experience ◽  
Learning Groups ◽  
Software Product ◽  
Authoring Program ◽  
Hypermedia Authoring ◽  
Long Course ◽  
Time Planning

This article presents the methods and outcomes of a semester-long course in hypermedia authoring and instructional strategies for preservice teachers. Participants were required to learn a hypermedia authoring program and work in cooperative learning groups to produce a hypermedia software product for use with children with special needs. Data were collected from process logs; semi-structured, open-ended interviews; questionnaires; and pretest and posttest measures of computer anxiety. During the development of their projects, participants spent nearly an equal amount of time planning their software as they did in the mechanics of producing the software. Posttest findings revealed that participants showed a decrease in computer anxiety through their involvement in the course, and the lowest levels of anxiety were associated with graduate rank and prior teaching experience. Following the course, participants expressed confidence in their abilities to author hypermedia software and an interest in future involvement in hypermedia authoring as teachers.

What Do Teacher-Education College Students Know about Parental Involvement: A Comparative Study between the U.S. and Israel

2021 ◽  
pp. 001312452110266
Author(s):  
Yael Fisher ◽  
Anne Marie FitzGerald ◽  
Amy Olson
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Parental Involvement ◽  
Family Engagement ◽  
Teaching Experience ◽  
Professional Literature ◽  
Ample Evidence ◽  
Education College ◽  
The U.S

Given that the professional literature provides ample evidence of the importance of parental involvement and its effect on learners’ academic outcomes and positive social/emotional states, the aim of this quantitative study was to understand and compare the perceptions of preservice teachers regarding parental involvement and family engagement in Israel and the U.S. Fisher’s Perception of Parental Involvement Scale (PPIS; Fisher, 2011) was used to survey 469 education-college students: 269 American students and 200 Israeli students. Analysis indicated that the model was a better fit for Israeli students and an acceptable fit for U.S. students. However, in general, Israeli and US students in teaching colleges agreed on many of the components of parental involvement. Some results differed by gender, age, level of education, and prior teaching experience. These results may suggest that the fundamental concepts that constitute the family engagement are not culturally bound, but rather may be common among different cultures and nations. Further research is required to confirm this. Notwithstanding, gaining a general understanding of pre- and in-service teachers’ perceptions regarding parental involvement and family engagement could prompt the colleges to expand their teacher-education programs to better address this important issue.

scholarly journals Creating Effective Collaborative Learning Groups in an Online Environment

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Jane Brindley ◽  
Lisa Marie Blaschke ◽  
Christine Walti
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Skill Acquisition ◽  
Online Teaching ◽  
Teaching Experience ◽  
Study Groups ◽  
Online Environment ◽  
Learning Groups ◽  
Learner Participation ◽  
Significant Difference

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions

1996 ◽  
Vol 28 (4) ◽  
pp. 459-497 ◽  
Author(s):  
Shelby A. Wolf ◽  
Erikka L. Mieras ◽  
Angela A. Carey
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Strategies ◽  
Case Studies ◽  
Children’S Literature ◽  
Question Types ◽  
Questioning Strategies ◽  
Response To Literature ◽  
Teacher Dialogue ◽  
Over Time

This year-long study analyzed the effects of using carefully assisted case studies to prepare preservice teachers to be more knowledgeable and skilled in supporting children's response to literature. As part of an undergraduate course in children's literature, 43 preservice teachers read weekly to individually selected children. The purposes of the assignment were (a) to expand the preservice teachers' understandings of response to literature by analyzing an individual child's responses over time and (b) to enhance their instructional strategies and critical stances toward literature. Over time, preservice teachers' question types shifted in amount and content, moving from teacher dominance to child-teacher dialogue. Within the dialogue, the preservice teachers learned to create or at least reflect on a balance between comfort and challenge. As the preservice teachers changed, the children changed as well, moving from hesitancy to confidence, even to the point of contradicting the preservice teachers. Additionally, the course emphasis on questioning as well as on detailed fieldnotes heightened preservice teachers' attention to the results of their own questioning strategies, causing them to be more reflective about the content and consequences of their queries.

scholarly journals PRESERVICE TEACHERS’ STRATEGIES TO NEGOTIATE ENGLISH TEACHING PRACTICES IN THE REMOTE AREA

LITERA ◽  
2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Febi Puspitasari ◽  
Joko Nurkamto ◽  
Diah Kristina
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Negotiation Process ◽  
Remote Area ◽  
English Language Education ◽  
Learning Groups ◽  
Remote Areas ◽  
Language Classes

Conditions and facilities of English language classes in the remote area encourage the negotiation of learning to solve problems. This narrative research aims to reveal strategies of pre-service teachers of the SM3T program in the process of the negotiation of English language learning. The study used diaries and interview transcripts from four teachers from Pidie Jaya and Sumba. The findings showthat teachers use interpersonal (IPS) and instructional (IS) strategies in the negotiation process. In Pidie Jaya, IPS strategies consist of the use of local languages and the help of local people. Meanwhile, IS strategies comprise learning groups and introduction to learning activities. In Sumba, teachers make language adjustment and establish rapport and informal communication as IPS strategies and they carry out buddy teaching and assign homework as IS strategies. This study contributes to the intercultural approach to designing English Language Education programs for remote areas. Keywords: EFL, remote areas, negotiation of learning STRATEGI GURU PRAJABATAN DALAM NEGOSIASI PEMBELAJARAN BAHASA INGGRIS DI DAERAH TERPENCIL Abstrak Kondisi dan fasilitas kelas Bahasa Inggris di daerah terpencil mendorong adanya negosiasi pembelajaran untuk menyelesaikan masalah. Penelitian naratif ini bertujuan untuk mengungkapkan strategi-strategi guru prajabatan program SM3T dalam proses negosiasi pembelajaran Bahasa Inggris. Studi ini menggunakan diary dan transkrip wawancara milik empat guru dari Pidie Jaya dan Sumba. Hasil penelitian menunjukkan bahwa guru menggunakan strategi Interpersonal (IPS) dan Instruksional (IS) dalam proses negosiasi. Di Pidie Jaya, IPS terdiri dari penggunaan bahasa lokal dan bantuan orang lokal. Sedangkan IS terdiri dari grup belajar dan pengenalan aktivitas-aktivitas pembelajaran. Di Sumba, guru melakukan penyesuaian bahasa dan membangun keakraban dan komunikasi informal sebagai IPS dan melakukan pengajaran dengan teman dan memberikan tugas rumah sebagai IS. Studi ini berkontribusi pada pendekatan antarkultur dalam merancang program Pendidikan Bahasa Inggris untuk daerah terpencil. Kata kunci: EFL, daerah terpencil, negosiasi pembelajaran

scholarly journals Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

2021 ◽  
Vol 12 ◽  
Author(s):  
Tova Michalsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Large Body ◽  
Teaching Experience ◽  
Monitoring And Evaluation ◽  
Inservice Teachers ◽  
Self Regulated Learning ◽  
Targeted Instruction ◽  
Regulated Learning ◽  
Actual Use

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

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