scholarly journals A genre shift in disseminating knowledge: Student teachers’ experiences of communicating their master’s theses as popular science

2021 ◽  
Vol 15 (3) ◽  
pp. 70-87
Author(s):  
John Henriksson ◽  
Gunilla Eklund ◽  
Jessica Aspfors
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Popular Science ◽  
School Communities ◽  
Teachers Experiences ◽  
Science Approach ◽  
Master's Thesis ◽  
Teachers Professional Development

Previous research shows that there is a challenge in balancing research-oriented activities, including the master’s thesis, in a way that promotes teachers’ professional development. This study aims to investigate student teachers’ experiences of communicating their master’s theses as popular science to schools and school communities. Data (logbooks, videos and text submissions) were collected from Finnish student teachers (n = 38) during a campus-based course from 2019 to 2020. The results show that most students had difficulty shifting from a science to a popular science approach and found this experience of genre shift during dissemination as challenging.

scholarly journals Masteroppgaven – relevant for grunnskolelæreren?

2016 ◽  
Vol 10 (2) ◽  
pp. 193-211 ◽  
Author(s):  
Rachel Elise Jakhelln ◽  
Kristin Emilie Bjørndal ◽  
Gerd Stølen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Master's Degree ◽  
Initial Teacher Education ◽  
The Arctic ◽  
Master's Level ◽  
Pilot Program ◽  
Master's Thesis ◽  
Master’S Degree

UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge

Physical Education Teachers’ Embracement of Alternative Environment Activities

2020 ◽  
Vol 39 (4) ◽  
pp. 508-517
Author(s):  
Nathan Hall ◽  
Brent Bradford ◽  
José da Costa ◽  
Daniel B. Robinson
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Exploratory Study ◽  
Online Survey ◽  
Descriptive Statistics ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Teachers Experiences ◽  
Outdoor Environments ◽  
Teachers Professional Development

Background and Purpose: Despite widespread evidence suggesting the numerous benefits from being active in outdoor environments, children in many Western nations have recently been spending less time outdoors. This cross-sectional exploratory study provides a descriptive examination of physical education teachers’ embracement of alternative environment activities (AEAs) in physical education programs. Method: Data were collected from 225 current physical education teachers in Alberta and Manitoba, Canada, through an online survey. Data were analyzed using descriptive statistics, factor analysis, Levene’s tests, and independent t tests. Results: Significant differences were found in relation to teachers’ experiences, or lack thereof, with professional development in relation to the extent to which teachers embraced AEAs. Furthermore, cost was discovered to be the greatest perceived barrier to teaching AEAs. Discussion and Conclusions: This study reveals an established need for teachers’ professional development in teaching AEAs and for discovering ways to decrease cost barriers for teaching AEAs.

scholarly journals The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

2018 ◽  
Vol 11 (4) ◽  
pp. 54
Author(s):  
Rifat Efe
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Study Skills ◽  
Science Student ◽  
Approaches To Studying ◽  
Teachers Professional Development ◽  
Pearson Correlations ◽  
Academic Year

In this study, the relation between science student teachers’ approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers’ approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers’ professional development while they are training to become teachers.

scholarly journals Colombian English Teachers’ Professional Development: The Case of Master Programs

2018 ◽  
Vol 20 (1) ◽  
pp. 103-119 ◽  
Author(s):  
John Jairo Viáfara ◽  
José David Largo
Keyword(s):  
Professional Development ◽  
Language Policy ◽  
Research Work ◽  
English Teachers ◽  
Survey Study ◽  
Degree Programs ◽  
Graduate Courses ◽  
School Communities ◽  
Master Degree ◽  
Teachers Professional Development

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.

scholarly journals PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL

2019 ◽  
Vol 18 (4) ◽  
pp. 583-594
Author(s):  
Sari Havu-Nuutinen ◽  
Anttoni Kervinen ◽  
Anna Uitto ◽  
Aulikki Laine ◽  
Anniina Koliseva ◽  
...  
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Science Teaching ◽  
Team Teaching ◽  
School Science ◽  
Teaching Model ◽  
Teachers Experiences ◽  
Collaborative Team ◽  
Teachers Professional Development ◽  
Primary School Science

This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.

Disrupting Relationships

2011 ◽  
pp. 16-31 ◽  
Author(s):  
Vicki Stieha ◽  
Miriam Raider-Roth
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teaching Practices ◽  
Teaching Practice ◽  
The Self ◽  
Learning And Teaching ◽  
Teachers Experiences ◽  
Evolutionary Step ◽  
Teachers Professional Development ◽  
The Individual

Can the disruption of teachers’ relationships with themselves, as both teachers and learners, be a source for professional growth? In this chapter the authors explore teachers’ professional development experiences as a source for disrupting relationships with the “self-as-teacher” and “self-as-learner” and the way this process can facilitate innovative changes in their teaching practices. While some may view “disrupting relationships” as a negative move, the chapter will frame a view of such relational ruptures with subsequent repair as potentially growth fostering. In contrast to a view that sees disrupting relationships as a negative move, this work provides a view of reconciliation and repair as one that propels the individual forward – a move that is steeped in learning about self and about other. Developmentally, the authors understand the sense of disconnection, or rupture, as an essential “evolutionary” step as individuals continue to move beyond their mental and emotional boundaries increasing growth and learning (Kegan, 1982, 1994). In seeking to understand the teachers’ experiences, this work provides an intimate and descriptive picture of the negotiations participants made during and after an extended professional development seminar vis-à-vis their learning and teaching practice. In doing so, the authors make visible the complicated processes involved as teachers question conventional practices and invite innovation into their classrooms.

Exploring the Use of Mobile Devices and Applications to Support Field Experience in Teacher Education Courses

2016 ◽  
pp. 477-494
Author(s):  
Yiu-chi Lai ◽  
Pui-wan Pamela Leung ◽  
Tak-wah Wong ◽  
Tze-leung Raymond Yuen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Mobile Technology ◽  
Field Experience ◽  
Cloud Services ◽  
Professional Practices ◽  
Reflective Journals ◽  
Teachers Professional Development ◽  
Education Courses

Field experience at the Hong Kong Institute of Education (HKIEd) is viewed as a central aspect to our programmes. The proposed chapter will discuss a project that aimed to enhance student teachers' professional development in FE by adopting mobile technology and cloud services. Also, the use of digital forms of FE documents such as TP supervision forms, FE portfolios, and reflective journals enables student teachers and Institute supervisors to build their own e-portfolio for further sharing of their professional practices within and outside the Institute.

scholarly journals ALAR som tilnærming for å skape økt forståelse hos deltakere for forskning og for forståelse for FoU i skole og i lærerutdanning

2020 ◽  
pp. 419-436
Author(s):  
Annfrid R. Steele
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Knowledge ◽  
Development Project ◽  
Mutual Understanding ◽  
Mutual Learning ◽  
School Based ◽  
Teachers Professional Development ◽  
Integrate Research

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development project has been carried out in tripartite collaboration between student teachers, school-based and university-based teachers. This process initiated mutual learning and understanding of research-based knowledge between the participants in balanced partnership. The present study shows how ALAR can develop partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers’ professional development.

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