scholarly journals Good morning Vietnam

2020 ◽  
Vol 4 (1) ◽  
pp. 1-2
Author(s):  
Tracy Harkison ◽  
Sandra Goh
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Team Building ◽  
Culture Shock ◽  
College Teaching ◽  
International Standards ◽  
Global Perspective ◽  
Group Activities ◽  
Additional Information ◽  
Overseas Teaching

The following is a reflection from two Auckland University of Technology (AUT) academics seconded as visiting professors to teach events and human resource management at a Vietnamese university. As this may be an ongoing project for AUT, they have provided these insights to guide other academics venturing to teach in Vietnam. It was a humbling experience and we recommend all academics make teaching overseas and entering into global classrooms part of their journey. Although others with experience of overseas teaching have recommended co-teaching with a translator/interpreter [1], interpreters are not always available when required. And when surprised by their absence, what do you do? Ten lessons were drawn from our experiences for you to include in your overseas teaching survival kit: Lesson #1. Expect the unexpected. Lesson #2. Brace yourself for culture shock – the first day you will feel like a fish out of water, which really makes you reset yourself to becoming a better teacher. Imagine you are without an interpreter and the students can only understand half of your slides. Lesson #3. Adapt your materials and revise your notes to include local examples. This will involve thinking on your feet; your assessment format may undergo many changes. Try to blend in your students’ local and pop-cultural interests. Lesson #4. Find your allies; the class monitor and the interpreter rule! Identify the ‘leaders of the pack’ – those who can help lead and manage the class. Lesson #5. Use language carefully. Remember that English words can have more than one meaning and that you will spend most of your time rephrasing sentences. Lesson #6. Co-teaching with an interpreter means half the time is spent translating your lessons. Be realistic about your learning outcomes. Lesson #7. There are no international standards in Vietnam, only regional standards. For example, the international hotel accreditation is not the same as Vietnam’s hotel quality standards. Lesson #8. Be prepared with multiple, fun teaching tools to engage your students in group activities. Team building is always welcome. Lesson #9. Bring small souvenirs from New Zealand as little treats and rewards to encourage participation from students. Lesson #10. Always travel in pairs and be prepared to ‘rough it’. Vietnam has transformed us into instructors with a global perspective. We went to impart knowledge, but we have had returned to us many times what we gave. We stepped outside of our comfort zones and this has certainly stretched our personal and professional limits in ways conventional teaching could never achieve. Like Stachowski and Sparks [2], we now know what it is to be cultural outsiders looking in, and how to find ways to gain acceptance as ‘foreign teachers’. Now that we are back on campus comfortably teaching in English, we should still consider the students we have in our classrooms. In a university that promotes the presence of a global community, we need to be mindful that some international students in our classrooms may need help to orientate them to what, for them, is an alien learning and teaching platform in a foreign language.  This teaching reflection was supposed to be written upon our return from Vietnam in November 2019. However, at the time of writing, COVID-19 has brought about unprecedented changes that are transforming the way universities are teaching – bringing their lessons online to students from all over the world. Although this article is not focused on COVID-19, the unusual times have triggered questions for academics and industry trainers planning on teaching overseas in the future, to consider beyond the above lessons, particularly about the accessibility of technology. Considerations include the availability of hardware and software to students in other countries. We did not have access to WIFI in the classrooms in Vietnam; students were dependent on their phones for the additional information they needed for our group activities. Corresponding author Tracy Harkison can be contacted at: [email protected] References (1) Herman, W. E.; Bailey, M. P. Recommendations for Teaching Overseas. College Teaching 1991, 39 (3), 117–121. https://doi.org/10.1080/87567555.1991.10532443 (2) Stachowski, L. L.; Sparks, T. Thirty Years and 2,000 Student Teachers Later: An Overseas Student Teaching Project that is Popular, Successful, and Replicable. Teacher Education Quarterly 2007, 34 (1), 115–132. https://files.eric.ed.gov/fulltext/EJ795147.pdf (accessed May 4, 2020).

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

LEARNING INCLUSIVELY IN HIGHER EDUCATION: A PROBLEM-BASED APPROACH

2016 ◽  
pp. 105-121
Author(s):  
Sunanta Klibthong ◽  
Joseph Agbenyega
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Problem Based Learning ◽  
Teacher Preparation Program ◽  
Chat Rooms ◽  
Reflective Journal ◽  
Group Activities ◽  
Inclusive Learning ◽  
Teachers Experiences ◽  
The Status

This paper gives an account of a teacher preparation program in which a problem based learning approach was used to enact inclusive learning among student teachers. Taking a postmodernist perspective, the student teachers' experiences of participation in group activities on a problem-based scenario in an Australian university was documented through chat-rooms, online postings and reflective journal writings. Knowledge about peer interaction and communities of learning relationship, reflective practice and opportunity to manage difference and question the status quo are areas that were highlighted by the students. We concluded that problem-based learning is transformative and that whatever teacher educators expect their student teachers to do in their teaching contexts when they graduate, they need to give them the opportunity to practise these in their learning during training.

Changes in the Images of Teaching, Teachers, and Children Expressed by Student Teachers before and after Student Teaching

2010 ◽  
Vol 106 (3) ◽  
pp. 769-784
Author(s):  
Tomotaka Mishima ◽  
Akihiro Horimoto ◽  
Toshiaki Mori
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Student Teaching ◽  
Grade Level ◽  
Education Majors ◽  
Education Faculty ◽  
Before And After ◽  
Realistic Images

The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1–2, 3–4, 5–6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphorquestionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and clear images of teaching. For images of teachers, responses on the factor Performer changed, suggesting that students started to develop more active images of teachers. For images of children, responses on the factors Critic and Pure-minded Person changed, suggesting that student teachers started to develop more realistic images of children. However, grade level taught had no significant effect.

Revising and Validating Spectral Irradiance Reference Standards for Photovoltaic Performance Evaluation

Solar Energy ◽  
2002 ◽  
Author(s):  
Daryl R. Myers ◽  
Keith Emery ◽  
C. Gueymard
Keyword(s):  
Photovoltaic Performance ◽  
International Standards ◽  
Spectral Irradiance ◽  
International Electrotechnical Commission ◽  
Spectral Radiation ◽  
Atmospheric Physics ◽  
Additional Information ◽  
American Society ◽  
Consensus Standard ◽  
International Standards Organization

In 1982, the American Society for Testing and Materials (ASTM) adopted consensus standard direct-normal and global-tilted solar terrestrial spectra (ASTM E891/E892). These standard spectra were intended to evaluate photovoltaic (PV) device performance and other solar-related applications. The International Standards Organization (ISO) and International Electrotechnical Commission (IEC) adopted these spectra as spectral standards ISO 9845-1 and IEC 60904-3. Additional information and more accurately representative spectra are needed by today’s PV community. Modern terrestrial spectral radiation models, knowledge of atmospheric physics, and measured radiometric quantities are applied to develop new reference spectra for consideration by ASTM.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2015 ◽  
pp. 195-219 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

Cosmopolitanism in a World of Teachers

2017 ◽  
pp. 232-248
Author(s):  
John K. Lee ◽  
Ivonne Chirino-Klevans
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
International Student ◽  
Critical Incidents ◽  
School Context ◽  
Intercultural Competency ◽  
Intercultural Competencies ◽  
Chinese School ◽  
International Student Teaching

Cosmopolitanism, an emerging educational context in the last decade, has come to mean many things. Three constructs—cosmopolitanism as experience; cosmopolitanism as multiculturalism; and cosmopolitanism as intercultural competency—provide ways to conceptualize American student teachers in a Chinese school context. In this chapter, a collection of critical incidents is presented to illuminate these constructs in the ways they support and extend the researchers' efforts to use technology to support an international student teaching program in China. Critical incidents describe an event or experience, something planned, if successful or not, or events that are coincidental in nature. Each critical incident is situational and serves as a snapshot to enable discussion and consideration of related issues leading to action. The critical incidents in this chapter show the ways that teachers used technology to deepen their intercultural competencies through the lens of cosmopolitanism while taking into account similarities and differences in the partners' approaches to effective education.

The Implementation and Analysis of an International Student Teaching Program

2017 ◽  
pp. 168-188
Author(s):  
Kathryn Dixon ◽  
Ricardo Gonzalez-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Transformative Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Professional Growth ◽  
International Student ◽  
North Texas ◽  
University Of North Texas ◽  
Exchange Program ◽  
International Student Teaching ◽  
The University

This chapter provides an account of an international student teaching exchange program between the University of North Texas (UNT) and the University of Seville (UdeS) from inception to implementation. The first section of the chapter offers a rationale for the program including a review of research related to international exchanges specific to educator preparation. Section two includes a discussion of program establishment, a description of initial contacts between the universities and steps taken to form legal agreements binding the institutions to the program. Logistical aspects of the program are detailed, including agreements with local school districts. The final section synthesizes the research conducted at UNT using Mezirow's (1991) transformative learning theory to study the effects of the program on its students. Three years of data have shown a clear pattern in regard to the personal and professional growth student teachers experience as a result of their participation in the program.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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