Aspects of Content that Elementary Pre-Service Teacher Educators Should Notice in the School Playground Floor Material

2021 ◽  
Vol 41 (4) ◽  
pp. 205-224
Author(s):  
Moon-Soo Ko
Keyword(s):  
Teacher Educators ◽  
Pre Service Teacher ◽  
Floor Material

Teachers' Attitudes Towards Technology Integration

TPACK ◽  
2019 ◽  
pp. 32-67
Author(s):  
Zineb Djoub
Keyword(s):  
Technology Integration ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
Attitudes Towards Technology ◽  
Research Findings ◽  
Young Teacher ◽  
Teachers Attitudes ◽  
Pre Service Teacher

As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

scholarly journals Constructing Pre-Service Teacher Identities Through Processes of Parallax

2016 ◽  
Vol 9 (2) ◽  
pp. 489-512 ◽  
Author(s):  
R. Varainja Stock ◽  
Pauline Sameshima ◽  
Dayna Slingerland
Keyword(s):  
Knowledge Construction ◽  
Teacher Educators ◽  
Meaning Making ◽  
Research Process ◽  
Research Model ◽  
Art Making ◽  
Data Set ◽  
Teacher Identities ◽  
Practice Based Research ◽  
Pre Service Teacher

This paper presents an arts-integrated process for teacher educators to engage their students in critical thinking, meaning-making, and knowledge construction in order to enable pre-service teachers to analyze metanarratives that inform their teacher identities. The research team used the Parallaxic Praxis research model to frame its art-making investigations in a practice-based research process. The three researchers each created an artefact as part of their individual inquiry of the data set, comprising 90 material cloaks created by pre-service teachers, to enter into dialogue addressing the prevailing metanarratives expressed by the pre-service teacher participants.

scholarly journals THE INFLUENCES OF ‘POWER DISTANCE’ ON PRE-SERVICE TEACHER LEARNING IN VIETNAM

2016 ◽  
Vol 1 (2) ◽  
pp. 38
Author(s):  
Huong Thi Mai Nguyen
Keyword(s):  
Teacher Learning ◽  
Teaching Methods ◽  
Teacher Educators ◽  
Research Study ◽  
Labour Force ◽  
Power Distance ◽  
Competitive Employment ◽  
Large Power ◽  
Pre Service Teacher

Globalisation has moved nations to take steps to meet the demands of an increasingly competitive employment market. The Vietnamese Government has introduced a number of initiatives to equip its labour force with the necessary knowledge and skills, one of which is requiring teachers to change their teaching methods toward constructivist pedagogies.  This study focuses on pre-service teachers’ learning in Vietnam, where a ‘large power distance’ is widely practiced in education. This article reports on part of the action research study, showing the influences of ‘large power distance’ on pre-service teacher learning in Vietnam. The findings show that the ‘large power distance’ in Vietnamese culture generated both negative and positive influences during the teacher learning process. The findings contribute to the discussions about the role of teacher educators in promoting change for better education in Vietnam. Keywords: Constructivist pedagogies, power distance, pre-service teachers, teacher learning, Vietnamese teachers.Cite as: Nguyen, H.T.M. (2016). The influences of ‘power distance’ on pre-service teacher learning in Vietnam. Journal of Nusantara Studies, 1(2), 38-49.

scholarly journals e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing?

2015 ◽  
Author(s):  
Jennifer Charteris ◽  
Frances Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Chua Reyes
Keyword(s):  
Higher Education ◽  
Teacher Educators ◽  
Funds Of Knowledge ◽  
Political Engagement ◽  
Assessment For Learning ◽  
Initial Teacher Training ◽  
Online Higher Education ◽  
Extensive Body ◽  
Quality Learning ◽  
Pre Service Teacher

As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher education settings. Digital technologies are increasingly being embedded into university programmes, therefore it is important that the issue of quality learning as socio-political engagement in online higher education settings be carefully examined. In this article the authors, a group of pre-service teacher educators who work with students undertaking initial teacher training, explore key discourses that underpin the application of AfL in higher education digital contexts - eAfL (e-Assessment for Learning). In particular, we critique discourses of 'learnification', 'responsibilisation' and 'performativity' in relation to eAfL. We pose possibilities to be considered for the development of robust practices that promote agency and engage with students' funds of knowledge, as the socially and culturally located knowledge, skills and dispositions that learners bring to higher education contexts.Charteris et al. e-Assessment for Learning (eAfL) in higher education: is it a wolf in sheep's clothing?

scholarly journals Using Embodied Practices with Preservice Teachers: Teaching and Reflecting Through the Body to Re-think Teacher Education

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Emily Klein ◽  
Monica Taylor ◽  
Rachel Forgasz
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Ways Of Knowing ◽  
The Body ◽  
Embodied Learning ◽  
New Meanings ◽  
Pre Service Teacher ◽  
Embodied Pedagogy

This action research describes how three teacher educators invited preservice teachers to be in their bodies, or learn through “embodied pedagogy.” We wanted see how this pedagogy helped preservice teachers learn to reflect through their bodies, confront their own bias to cognitive ways of knowing, and ultimately begin to consider the use of embodied instructional strategies. We describe our questions, the activities we designed to help us answer them, and data collected from the first course in a pre-service teacher education program. Finally, we analyze these data and identify themes related to embodied learning and reflection and describe some potential implications for teacher educators. Although at times uncomfortable, we found the body became a tool for reflection whether through experiencing or accessing emotions or for uncovering new meanings and deep insights about themselves.

scholarly journals An Infused Approach to Multicultural Education in a Pre-service Teacher Program: Perspectives of Teacher Educators

2008 ◽  
Vol 10 (1) ◽  
Author(s):  
Ann Dorothy Potts ◽  
Cheri Foster Triplett ◽  
Dana Gregory Rose
Keyword(s):  
Elementary Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Faculty Members ◽  
Community Based ◽  
Aesthetic Experiences ◽  
Multicultural Issues ◽  
School Based ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The purpose of the research was to examine a 5-year graduate elementary education program which holds the possibility of providing an “infused approach” leading to a transformative understanding of multicultural education. Through close evaluation we sought to understand the various learning experiences faculty members implemented to enhance pre-service teachers' understandings of how to teach in diverse contexts. The experiences include community-based experiences, school-based experiences, aesthetic experiences, and storytelling. In addition, we highlight frustrations, barriers, and tensions that teacher educators encountered over time as they participated in discussions and experiences related to multicultural education with pre-service teachers. With this knowledge we can address multicultural issues and enhance and transform pre-service teacher education.

scholarly journals Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

RELC Journal ◽  
2020 ◽  
pp. 003368822093044
Author(s):  
Darío Luis Banegas ◽  
Marta del Pozo Beamud
Keyword(s):  
Reflective Practice ◽  
Cognitive Skills ◽  
Teacher Educators ◽  
Interaction Analysis ◽  
Skills Development ◽  
Language Awareness ◽  
Integrated Learning ◽  
Curricular Content ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.

scholarly journals Teacher Educators' Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation

2020 ◽  
Vol 16 (3) ◽  
pp. 126-140 ◽  
Author(s):  
Nyarai Tunjera ◽  
Agnes Chigona
Keyword(s):  
Teacher Preparation ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Theories ◽  
Adoption Of Technology ◽  
Training Institutions ◽  
Effective Use ◽  
Pre Service Teacher ◽  
Depth Interviews

The study examined how teacher educators are appropriating technological, pedagogical, and content knowledge (TPACK) and substitution, augmentation, modification, redefinition (SAMR) frameworks in their pre-service teacher preparation programmes. To ensure rigor, quality, and preparedness of pre-service teachers, there is a need to articulate expectations around effective use of these frameworks together with contemporary teaching and learning theories at the pre-service teacher preparation level. One-on-one in-depth interviews and participant observations were conducted with eight (8) teacher educators. The findings revealed that teacher educators are appropriating technology in ways harmonious with their prevalent traditional teacher-centred teaching strategies at enhancement levels. The researchers recommend the adoption of technology integration frameworks and teaching and learning theory at policy making levels in pre-service teacher training institutions.

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