scholarly journals Pedagogical Counselors’ Self-exploration of Writing Feedback on Preservice Teachers’ Teaching Journals

2021 ◽  
Vol 2 (1) ◽  
pp. p1
Author(s):  
Esther Cohen-Sayag ◽  
Nitzan Cohen ◽  
Dita Fischl ◽  
Anat Kessler ◽  
Dafna Govrin
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Reflective Writing ◽  
Written Feedback ◽  
Writing Feedback ◽  
Linguistic Aspect ◽  
Journal Entries ◽  
Over Time

The study examines types of feedback pedagogical counselors write in response to preservice teachers’ reflective writing in Teaching Journals during their practicum. The study also examines variables that can affect written feedback on reflective writing: year in the college, preservice teachers’ levels, changes in feedback over time and personal differences among counselors. 689 comments written by five counselors from 74 Teaching Journal entries were explored. The results showed eight feedback types, in which asking for clarifications and leading preservice teachers to infer from pupils’ responses, were the most frequent. Differences of feedback types written to student teachers was affected by year in the college, by levels of the student teachers and by the context of the practicum. The discussion will focus on the eight feedback types and the linguistic aspect of the feedback.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

scholarly journals What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668139 ◽  
Author(s):  
Mark W. Aulls ◽  
Diana Tabatabai ◽  
Bruce M. Shore
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Research Methods ◽  
Theory And Practice ◽  
Methods Course ◽  
Mixed Design ◽  
Context Variables ◽  
Open Coding ◽  
Preservice Secondary Teachers

This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers’ inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inquiry instruction, in terms of 23 potential learner-inquiry outcomes. Only two of seven educational-context variables related to understanding: prior experience doing a thesis or research—especially to definition quality and having taken a research-methods course—especially to description quality. How definitions and descriptions of inquiry are different and similar was analyzed qualitatively and quantitatively. Implications for methodology, theory, and practice were presented, for example, research opportunities and research-methods training during teacher education.

Preservice kindergarten teachers’ narratives during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Merav Aizenberg
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Life Story ◽  
Work Conditions ◽  
Kindergarten Teachers ◽  
Content Type ◽  
Face To Face ◽  
Reflective Journals ◽  
Returning To Work ◽  
Teachers Training

Purpose The purpose of this current study is to follow the development of preservice kindergarten teachers during the practicum phase of their teacher education studies in the time of the COVID-19 pandemic and following the first period of lockdown. Design/methodology/approach The sample included 38 preservice kindergarten teachers in their third and final year of studies who worked in kindergartens as student teachers. Data were collected using reflective journals written by the participants during their studies, after returning to work following the first lockdown. The author analyzed the data using the life-story narrative method. Findings The analysis identified four different types of early education preservice teachers based on their ability to cope with the shift in work conditions. The discussion offers insight into participants’ ability to effectively implement the professional tools they had acquired in the program and during the practicum. Research limitations/implications Limitations include reliance on data from reflective journals, which may be missing details that would have been collected face-to-face. The study has important implications for the functioning of kindergarten teachers in times of crisis, which should be taken into account in the design of the teachers’ training programs. Originality/value The effect of the pandemic on the quality of the preservice kindergarten teachers’ training process, and its implications for functioning in other types of crises are discussed.

Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

2014 ◽  
Vol 116 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Chen Schechter ◽  
Tova Michalsky
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Practical Wisdom ◽  
Pedagogical Content ◽  
Instructional Framework ◽  
Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

Mentor and Student Teachers’ Feedback on Mentoring Issues during Clinical Experience Program

2021 ◽  
Vol 12 (3) ◽  
pp. 325-331
Author(s):  
IntanSafinasMohdAriffAlbakri Et.al
Keyword(s):  
Student Teachers ◽  
Clinical Experience ◽  
Pedagogical Knowledge ◽  
Mentor Teachers ◽  
Three Dimensions ◽  
Written Feedback ◽  
Mentoring Program ◽  
Feedback Form ◽  
Qualitative Research Design

This study was conducted to obtainmentor and student teachers’ views on the mentoring practice during their 16-week clinical experience program (CEP). This study involved 22student teachers who had completed their 16 weeks CEP and 19 mentor teachers. The research employed qualitative research design whereby data was collected using written feedback form. Data was analyzed using thematiccontent analysis to look for emergent themes.The themes emerged related to issues faced during CEP werecategorized according to three dimensions which are affective, professional and technical and linked to the five-factor mentoring model developed by Hudson (2007).Mentor feedback and mentor mentee relationship are two themes that emerged under the affective dimension while pedagogical knowledge and mentoring knowledge were categorized under professional dimension. For technical dimension, the theme time limitation emerged as a dominant theme. This study values mentor and pre-service teachers’ feedback as the crucial factors in revisiting the mentoring program. It is hoped that better understanding of thementoring practices during clinical experience for pre-service teachers can help in improving the quality of mentoring during CEP.

scholarly journals Smart but Evil? Student-Teachers’ Perception of Educational Researchers’ Epistemic Trustworthiness

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986815
Author(s):  
Samuel Merk ◽  
Tom Rosman
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Scientific Evidence ◽  
Experimental Studies ◽  
Epistemic Beliefs ◽  
Research Results ◽  
Research Findings ◽  
Integrate Research

In-service and preservice teachers are increasingly required to integrate research results into their classroom practice. However, due to their limited methodological background knowledge, they often cannot evaluate scientific evidence firsthand and instead must trust the sources on which they rely. In two experimental studies, we investigated the amount of this so-called epistemic trustworthiness (dimensions expertise, integrity, and benevolence) that student-teachers ascribe to the authors of texts who present classical research findings (e.g., learning with worked-out examples) that allegedly were written by a practitioner, an expert, or a scientist. Results from the first exploratory study suggest that student-teachers view scientists as “smart but evil,” since they rate them as having substantially more expertise than practitioners, while also being less benevolent and lacking in integrity. Moreover, results from the exploratory study suggest that evaluativistic epistemic beliefs (beliefs about the nature of knowledge) predict epistemic trustworthiness. A preregistered conceptual replication study (Study 2) provided more evidence for the “smart but evil” stereotype. Further directions of research as well as implications for practice are discussed.

scholarly journals Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

2020 ◽  
Vol 12 (17) ◽  
pp. 6748 ◽  
Author(s):  
Elsa Santaolalla ◽  
Belén Urosa ◽  
Olga Martín ◽  
Ana Verde ◽  
Tamara Díaz
Keyword(s):  
Social Sciences ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Primary School ◽  
Student Teachers ◽  
Educational Innovation ◽  
Primary School Children ◽  
Teaching Skills ◽  
School Students ◽  
Innovation Project

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.

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.

The Effects of Two Methods of Presenting a Pedagogical Model to Preservice Teachers

1977 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Lowell F. Ensey ◽  
Thomas J. Cooney
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Pedagogical Model ◽  
Secondary School Mathematics ◽  
Audio Recordings

Preservice secondary school mathematics teachers, 20 pre-student teachers, and 16 post-student teachers, were introduced to a model for teaching mathematical concepts via two treatments. The subjects prepared and taught the concepts of parallelogram and rhombus, respectively, in two audiotaped microteaching sessions, one before and one after the treatments. The number and variety of moves used and the strategies employed by the subjects in their microlessons were obtained from analyzing the audio recordings. A 2× 2× 2 design was used to detect differences among means or interactions of the two groups, the treatments, and the two microteaching sessions, where the microteaching session was a repeated factor. No significant interactions were found. The microteaching session factor was significant (p<.05), indicating an increase in both the number and variety of moves.

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