Looking to the Future of TESOL Teacher Education: Web-Based Bulletin Board Discussions in a Methods Course

2000 ◽  
Vol 34 (3) ◽  
pp. 423 ◽  
Author(s):  
Lía D. Kamhi-Stein ◽  
Lia D. Kamhi-Stein
Keyword(s):  
Teacher Education ◽  
Methods Course ◽  
Bulletin Board ◽  
Web Based ◽  
The Future ◽  
Bulletin Board Discussions

scholarly journals Navigating the Virtual Forest: How Networked Digital Technologies Can Foster Transgeographic Learning

10.28945/2948 ◽  
2006 ◽  
Author(s):  
Nicole Buzzetto-More
Keyword(s):  
Effective Means ◽  
Digital Technologies ◽  
The Internet ◽  
Bulletin Board ◽  
Clear Understanding ◽  
Web Based ◽  
Learning Platform ◽  
Online Lectures ◽  
Bulletin Board Discussions ◽  
Project Data

During the past decade the globally networked digital technologies that operate within the realm of the internet have encouraged academicians and educators the world over to communicate, collaborate, and share knowledge. They have stimulated the creation of transgeographic educational initiatives which broaden the opportunities of learners and are an effective means of eradicating ethnocentrism, xenophobia, and cultural divides. The construction of transgeographic learning communities within the unmapped virtual forest of the internet requires an organized and systematic approach. Success is dependent on committed participants; a shared learning platform; a clear understanding of purpose; extensive student and instructor preparedness towards technology usage; exemplary curricula; a central focus for investigation; interaction with experts; extensive opportunities for intellectual discourse; and collaboration. The purpose of this paper is to offer an independent examination of a successful technology-dependent transgeographic learning project that serves as a model from which to base future projects. The Summer Ecosystems Experience for Undergraduates (SEE-U) is available to colleges and university students worldwide, operating at three geographically distinct locations concurrently. The program includes global networking, GPS and GIS usage, a shared investigative focus, real-time interactions, data collection, a globally networked geo-referenced digital database that was specifically created for this project, data manipulation, online lectures, bulletin board discussions, Web-based office hours, links to relevant resources, expert presenters, online demonstration videos, networked simulations, collaborative research, and a series of student presentations.

scholarly journals The IT Revolution: Applications and Strategies for Transgeographic Learning and Academia in the Twenty-First Century

10.28945/2874 ◽  
2005 ◽  
Author(s):  
Nicole Buzzetto-More
Keyword(s):  
Collaborative Research ◽  
First Century ◽  
Bulletin Board ◽  
Web Based ◽  
Digital Database ◽  
Online Lectures ◽  
Bulletin Board Discussions ◽  
Symbolic Interactions ◽  
Project Data ◽  
It Revolution

Digital technologies are closing spatial and temporal gaps while engendering expansive new international communities. Replete with symbolic interactions, these transgeographic communities inspire new realms of educational possibility, allowing educators and learners to broaden perspectives through intellectual discourse and collaboration while eradicating cultural divides. The Summer Ecosystems Experience for Undergraduates (SEE-U) is a superior model of how such technology can be used to this end. Available to colleges and university students worldwide, the SEE-U program operates at three geographically distinct locations concurrently. The program includes global networking, GPS and GIS usage, real-time interactions, data collection, a globally networked geo-referenced digital database that was specifically created for this project, data manipulation, online lectures, bulletin board discussions, Web-based office hours, links to relevant resources, expert presenters, online demonstration videos, networked simulations, collaborative research, and a series of student presentations.

PENDIDIKAN KARAKTER KAJIAN KONSEPTUAL DAN KEMUNGKINAN IMPLEMENTASI

2009 ◽  
Vol 10 (2) ◽  
pp. 85-94
Author(s):  
I G. A. K. Wardani
Keyword(s):  
Teacher Education ◽  
Character Education ◽  
Future Generation ◽  
Human Being ◽  
The Future ◽  
Good Manner ◽  
Changing World

Facing the rapid changing world, concern on the future of the nation is increasing. This is due to the fact that a lot of practices in schools, families, as welf as in society do not conform with the etical conduct, moral, and good manner that are universially accepted by human being. Therefore, all people who concern on the future of the nation, especially educators, should aware of the importance of character education, in order to save the future generation from moral degradation. Related to the problem, this aims at trigerring the awareness of educator to the importance of character education, by discussing the conceptual meanings ( what, why, and how) of character education, then followed by the possibility for implementation, and ended with the implication on education and teacher education.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

scholarly journals Web-based Questionnaires: The Future in Epidemiology?

2010 ◽  
Vol 172 (11) ◽  
pp. 1292-1298 ◽  
Author(s):  
M. M. H. J. van Gelder ◽  
R. W. Bretveld ◽  
N. Roeleveld
Keyword(s):  
Web Based ◽  
The Future

Enterprise education: pre-service further education teachers' impressions and aspirations

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Tiernan ◽  
Jane O’Kelly
Keyword(s):  
Teacher Education ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Education Data ◽  
Enterprise Education ◽  
The Future ◽  
Constant Comparative Analysis

PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning

2016 ◽  
Vol 118 (7) ◽  
pp. 1-42
Author(s):  
Heather Hebard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Methods Course ◽  
Sense Making ◽  
Opportunities To Learn ◽  
Field Placement ◽  
Pedagogical Tools ◽  
Field Placements

Background/Context Tensions between university-based teacher preparation courses and field placements have long been identified as an obstacle to novices’ uptake of promising instructional practices. This tension is particularly salient for writing instruction, which continues to receive inadequate attention in K–12 classrooms. More scholarship is needed to develop a theory and practice of methods education that accounts for these tensions. Purpose This study investigated how opportunities to learn to teach writing in preservice preparation mediated teacher candidates’ learning. The investigation's aim was to add to our knowledge of how teachers learn and the factors that impact this learning to offer implications for improving teacher education. Participants and Settings Participants included literacy methods course instructors from two post-baccalaureate, university-based, K–8 teacher certification programs and participating candidates enrolled in these courses (N = 20). Settings included methods course meetings and participating candidates’ field placements. Research Design This comparative case study examined opportunities to learn and preservice teachers’ uptake of pedagogical tools across two programs. A cultural–historical theoretical lens helped to identify consequential differences in the nature of activity in preservice teachers’ methods courses and field placement experiences. Data included instructor interviews, methods course observations, teacher candidate focus groups, and field placement observations. Patterns of field and course activity in each program were identified and linked to patterns of appropriation within and across the two cohorts. Findings In one program, methods course activity included opportunities to make sense of the approaches to teaching writing that teacher candidates encountered across past and current experiences. The instructor leveraged points of tension and alignment across settings, prompting teacher candidates to consider affordances and variations of pedagogical tools for particular contexts and goals. This permeable setting supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. In the other program, methods activity focused almost exclusively on the tools and tasks presented in that setting. This circumscribed approach did not support sense-making across settings, which was refected in the fragmented nature of teacher candidates’ pedagogical tool uptake. Conclusions Findings challenge the notion that contradictions in teacher education are necessarily problematic, suggesting instead that they might be leveraged as entry points for sense-making. In addition, permeability is identified as a useful design principle for supporting learning across settings. Finally, a framework of pedagogical tools for subject-matter teaching may provide novices with a strong starting point for teaching and a scaffold for further learning. “I felt at the beginning of the school year that writing was not going to be a strong point for me…. Maybe part of it was the way [my cooperating teacher] modeled it for me; it was just free flowing, kind of … jumping from thing to thing [each day]…. It wasn't like the way [our methods instructor] had modeled for us … [using] four-week units.” –Sheri, teacher candidate, Madrona University

Whiteness as Property in Science Teacher Education

2018 ◽  
Vol 120 (1) ◽  
pp. 1-38
Author(s):  
Felicia Moore Mensah ◽  
Iesha Jackson
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Science Teachers ◽  
Elementary Science ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Methods Course ◽  
Teachers Of Color ◽  
Science Teacher Educators

Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching. Purpose The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools. Setting/Research Design The context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC. Conclusions/Recommendations In order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.

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