scholarly journals Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE)

2020 ◽  
Vol 12 (1) ◽  
pp. 22-33
Author(s):  
Kelly Dockerty
Keyword(s):  
Teacher Education ◽  
Student Perceptions ◽  
Student Experience ◽  
Virtual Learning Environment ◽  
Initial Teacher Education ◽  
Learning Context ◽  
Key Stakeholders ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Assessment Pedagogy

Abstract In a fast-evolving Higher Education (HE) landscape amid the COVID-19 pandemic, the need for a Lecturer in Education to be dynamic and innovative with assessment pedagogy is no longer a desired skill but mandatory. In response to the demand from students as consumers and other key stakeholders, our innovative and somewhat artistic license in the learning context. At the student-facing edge of HE, Lecturers react to the ever-changing landscape with dynamism to positively impact the student experience. These continued efforts to provide the best student experience, enables HE institutions to remain competitive with Initial Teacher Education (ITE) provision as part of a cutthroat consumer driven marketplace. This article will present how video as a form of artistic communication supported year one ITE students to make sense of institutional assessment methods. Qualitatively, this research was focused on student perceptions gathered through a questionnaire. Student accounts expressed overwhelmingly that the use of video as a form of communication was easier to understand than written formats. The article concludes that to support a diverse student population at a distance and online, a choice of artistic assessment formats including video should be provided. The evidence herein shows that both student understanding and outcomes of assessment were statistically improved and that the format itself facilitated a willingness to engage online in a purposeful way with assessment. Students also repeatedly revisit assessment materials embedded in a Virtual Learning Environment (VLE).

scholarly journals R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education

2015 ◽  
Vol 31 (5) ◽  
Author(s):  
Bonnie Thompson Long ◽  
Tony Hall
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Professional Education ◽  
Digital Storytelling ◽  
Initial Teacher Education ◽  
Design Framework ◽  
Learning Context ◽  
Design Based Research ◽  
Post Secondary ◽  
Nest Design

This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context – that of a programme of teacher education - while concomitantly producing a transferrable design framework for adaption into other, similar post-secondary educational contexts. There has been limited substantive, evaluative design-based research investigating empirically the potential of digital storytelling for reflection in professional, post-secondary education. Consequently, there has also been a lack of robust and reusable models to guide and inform design-based research in this context. This paper illustrates the development of a repeated study, undertaken on a longitudinal basis, over 3 years, and on a large scale, involving 323 pre-service teachers. The design-based research developed at the three key stages along the triadic spectrum of maturity: from (1) analysis and exploration, through (2) design and construction, to (3) evaluation and reflection (Kopcha, Schmidt, & McKenney, 2015).The innovation reported here is now a mature intervention, constituting a core part of the professional educational formation of pre-service teachers within a two-year, graduate teacher education programme. Further, the R-NEST design framework, which emerged from this longitudinal design-based research, enumerates key criteria and principles for designing, implementing and evaluating DST to enhance reflective practice in post-secondary professional education.

scholarly journals Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice

2020 ◽  
Vol 10 (4) ◽  
pp. 116
Author(s):  
Susan Ledger ◽  
Christine Ure ◽  
Madeline Burgess ◽  
Chad Morrison
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Policy And Practice ◽  
School Partnerships ◽  
Key Stakeholders ◽  
Competing Demands ◽  
University School Partnerships ◽  
School Supervision

Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.

scholarly journals Monocultural Education in a Multicultural Society:The Case of Teacher Preparation in Botswana

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Annah Anikie Molosiwa
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Diverse ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Multicultural Society ◽  
Pedagogical Skills ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Implementation Stage

In several policy documents reviewing the country’s education system, the Ministry of Education has made noteworthy pronouncements on how to improve teacher education in Botswana. This mainly concerns equipping teachers with pedagogical skills to better address the learning needs of the linguistically and culturally diverse student population. Even though at policy level it is acknowledged that Botswana is a multicultural society, at implementation stage there is no such evidence. This article argues that lack of implementation of policy pronouncements contradicts the government’s aspirations to provide equal learning opportunity to all learners. The infusion of courses in multicultural education at teacher education level is seen as an alternative.

scholarly journals A school university teacher education partnership: Reconceptualising reciprocity of learning

2019 ◽  
Vol 10 (1) ◽  
pp. 138-156
Author(s):  
Deb Kaye Clarke ◽  
Matthew Winslade
Keyword(s):  
Teacher Education ◽  
Longitudinal Research ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Collaborative Partnerships ◽  
Education Students ◽  
Regional University ◽  
Key Stakeholders ◽  
Bachelor Of Education ◽  
The University

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

2. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 6 ◽  
Author(s):  
A. Helene Robinson
Keyword(s):  
Teacher Educators ◽  
Arts Integration ◽  
College Of Education ◽  
Interdisciplinary Education ◽  
Diversity In Higher Education ◽  
Diverse Student ◽  
Innovative Solution ◽  
Program Content ◽  
Diverse Student Population ◽  
Geographical Locations

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant.   Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education.  Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration.  Collaboration also occurred within each university: the College of Arts and Science and the College of Education.  In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

The reform of initial teacher education in Wales: from vision to reality

2021 ◽  
Vol 47 (1) ◽  
pp. 61-78
Author(s):  
John Furlong ◽  
Jeremy Griffiths ◽  
Cecilia Hannigan-Davies ◽  
Alma Harris ◽  
Michelle Jones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education
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