scholarly journals Learning to Implement Teaching Games for Understanding During Teaching Practice

2012 ◽  
Vol 18 (1) ◽  
pp. 15-26
Author(s):  
Alberto CRUZ ◽  
Chung LI ◽  
Kevin Wai Keung KAM
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Participant Observation ◽  
Teaching Experience ◽  
School Facilities ◽  
Learning To Teach ◽  
Reflective Process ◽  
Teaching Games For Understanding ◽  
Major Factors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purposes of this study were to examine the process of learning to teach TGfU and the factors that influence student teachers to implement this approach during the teaching practice. 23 secondary student teachers who intended to try the approach in the teaching practices were purposely invited to take part in the study. Passive participant observation, formal and informal interviews, journal writing and document analysis were used to collect qualitative data. Data were organized and analyzed through inductive analysis and constant comparison. The participants equipped the knowledge of application of the TGfU through various learning channels: Trial teaching, observation of peer teaching and discussion among colleagues. Post-lesson reflections also helped to refine their practices. They spent much time in lessons preparation. They adopted “start and end with a game” lesson format and used facilitated questions between the game activities. Students, teaching experience, preparation, class management, school facilities and support were major factors influencing the implementation of TGfU. They emphasized the importance of the experiences of implementation and the post-lesson reflective process within the learning to teach process. Findings of the study hold implications for the practice of physical education teacher educators with respect to the learning to teach TGfU process. 本研究目的是探討學習教授領會教學法及影響實習老師於實習時實踐領會教學法的因素。二十三位實習老師參與是次研究。透過被動參與式觀察、正式及非正式訪問、老師反思日誌及文件分析等方法收集數據。然後以持續比較法分析資料。結果顯示實習老師透過不同學習模式掌握應用領會教學法知識。影響實習老師實踐領會教學法因素包括學生、教學經驗、準備、課堂管理、設施及支援。此等結果給予體育師資工作者培訓領會教學法多方面啟示。

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

2019 ◽  
Vol 14 (3) ◽  
pp. 39-54
Author(s):  
Göran Karlsson ◽  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Powerful Method ◽  
Web Based ◽  
Pedagogical Tool ◽  
Self Reflection ◽  
Reflective Process ◽  
Service Training ◽  
Further Development

Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

A Study of Attitude of Student and Educators towards ICT

2009 ◽  
Vol 5 (2) ◽  
pp. 157-171
Author(s):  
Bijoy K. Thomas
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Communication Technologies ◽  
The Internet ◽  
Factors Affecting ◽  
Teachers And Students ◽  
Ict Tools ◽  
Increase Productivity ◽  
Major Factors ◽  
Learning With Technology

Technology offers the opportunity to change the roles that teachers and students have traditionally played. With technology dispersing information, teachers are free to coach and facilitate students learning. With technology monitoring, students become active and effectively acquire new skills. Educational access to ICT tools, applications, networks and media worldwide has grown dramatically. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Overall attitude of Student Teachers and Teacher Educators was high but attitude is based on certain factors.  Major factors were availability and access of Internet.  Besides this awareness about the benefits of new communication technologies, access such as computers and connectivity, the language barriers in using Internet and motivation to use information available on the Internet are also considered as the factors affecting the usage of online education. 

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

2014 ◽  
Vol 31 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Marja-Leena Juntunen
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Vocal Music ◽  
Good Teaching ◽  
Structured Interviews ◽  
Pedagogical Training

The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

scholarly journals Recognizing the needs – Student teachers´ learning to teach from teaching

2012 ◽  
Vol 4 (1) ◽  
pp. 92-107 ◽  
Author(s):  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Primary Schools ◽  
Teaching Practice ◽  
Learning To Teach ◽  
Primary Teacher ◽  
Primary Science ◽  
Science Student ◽  
Pedagogical Content ◽  
Insight Into

This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25) were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.

scholarly journals Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study

2018 ◽  
Vol 18 (2) ◽  
pp. 267
Author(s):  
Fitri Budi Suryani ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Rudi Hartono
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Lesson Study ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Life Long Learning ◽  
Teacher Professional ◽  
The Subject

The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.

scholarly journals TEACHER EDUCATOR PROFESSIONALISM AND STUDENT TEACHER LEARNING IN NIGERIAN UNIVERSITIES

2021 ◽  
Vol 3 (3) ◽  
pp. 143-159
Author(s):  
Saheed Rufai ◽  
Adeola Oyenike Adeosun ◽  
Akinola Saliu Jimoh ◽  
Bello Musa
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Teacher Learning ◽  
Student Teacher ◽  
Professional Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Main Theme ◽  
The Impact

Of the three components constituting teacher education curriculum, namely general education, specialized education and professional education, the professional education component is arguably accorded the highest consideration in the scholarship of teaching. However, there is an emerging concern over the involvement of non-education specialists in the teaching of this component. Yet, there is little evidence of sufficient engagement with this concern in the Nigerian context. As a sequel to a study on pedagogical misconceptions by student teachers, this paper examines the impact of teacher educators' professionalism on student teachers' learning in Nigerian universities. Through the analytic method, the study engaged with data collected through the instrumentality of official records like Faculty brochures, lecture notes developed by teacher educators, systematic observations by the researchers, and semi-structured interviews involving selected participants.  The qualitative study employs a constructivist paradigm that methodically situates data and analysis in the context of the experiences and perceptions of both the participants and researchers, and focusses on the main theme, namely teacher educator's knowledge as a predictor of student-teacher learning, which emerged from the data for the earlier study as collected in three universities where the present lead researcher assessed prospective teachers on teaching practice in their third and fourth years, in his capacity as teaching practice supervisor. In exposing the effect of teacher educator professionalism on prospective teacher learning, the present study revealed instances of miseducation by some of the teacher educators involved in teaching professional education courses, which substantially accounts for the student teachers' pedagogical misconceptions

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