scholarly journals Tensions Associated With Enacting Care Theory: A Self Study

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Katherine Tucker ◽  
Brian Lewthwaite
Keyword(s):  
Early Childhood ◽  
Teacher Learning ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
Future Research ◽  
Care Theory ◽  
Study Research ◽  
Self Study ◽  
Study Methodology ◽  
Pre Service Teacher

This study attempts to locate care and caring in teaching practice. Specifically, the study examines how one pre-service teacher, with a personal imperative to care, mediates the space between performativity and caringUsing self-study methodology, the study attempts to make sense of the “theory/action dialectic” (Osborne, 2003, p. 17) of enacting care theory in a classroom through these tensions. Through the recursive analysis of a self-study research portfolio with a critical friend, the study revealed two key tensions between one’s actions and intent and between safety and challenge. The study produced significant implications for my own personal and pedagogical development as a beginning teacher. Furthermore, it has implications for future research into pre-service teacher learning and the way teachers both problematise their practice and consider care in early childhood classrooms.

scholarly journals Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Van Laren
Keyword(s):  
Teacher Education ◽  
Intermediate Phase ◽  
Aids Education ◽  
Integrated Models ◽  
The Social ◽  
Self Study ◽  
Study Methodology ◽  
Faculty Of Education ◽  
Pre Service Teacher ◽  
Hiv Aids

This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

scholarly journals The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study

2014 ◽  
Vol 33 (3) ◽  
pp. 403-421 ◽  
Author(s):  
Tim Fletcher ◽  
Ashley Casey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
Education Practice ◽  
Physical Education Teacher Education ◽  
School Teaching ◽  
Self Study ◽  
The University ◽  
University Setting

There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.

Using features of meaningful experiences to guide primary physical education practice

2018 ◽  
Vol 25 (3) ◽  
pp. 599-615 ◽  
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Beginning Teacher ◽  
Motor Competence ◽  
Education Practice ◽  
Education Data ◽  
Self Study ◽  
Study Methodology ◽  
Meaningful Experiences ◽  
Preliminary Support

Providing meaningful experiences in physical education has long been identified as a key objective for teachers to strive toward. Supported by a critical friend, a beginning teacher used self-study methodology to analyse ways she drew from the features of meaningful experiences to guide her planning and instruction in primary physical education. Data from a striking/fielding games (e.g. softball, cricket) unit were collected and analysed. Results demonstrate how the teacher came to use the features of meaningful experiences (i.e. social interaction, fun, challenge, motor competence, personally relevant learning, and delight) in integrated ways to guide her planning and instruction in physical education. Through committing to prioritising meaningfulness and reconceptualising ways an experience may be meaningful, the teacher was able to foster these experiences for students primarily through using features of meaningful experiences to filter her decisions. This study offers preliminary support for pedagogies and approaches teachers may use to prioritise meaningful experiences in primary physical education.

Reconfiguring Curriculum and Instruction to Teach for Understanding

2021 ◽  
pp. 16-50
Author(s):  
Kuki Singh
Keyword(s):  
Social Presence ◽  
Curriculum And Instruction ◽  
Teaching Presence ◽  
Future Research ◽  
Instructional Process ◽  
Research Cycle ◽  
Self Study ◽  
Study Methodology ◽  
Ongoing Assessment

This case study illuminates the application of the teaching for understanding and community of inquiry frameworks as complementary heuristics for designing curriculum and instruction in an online undergraduate course for improved student engagement and learning. A self-study methodology utilised predominantly qualitative data. The action research cycle incorporated data from course documents, teaching materials, learning analytics, and surveys, which were thematically analysed and triangulated. Five iterations of the redesigned curriculum were analysed focusing on integration of generative topics, understanding goals, performances of understanding, ongoing assessment, and reflective collaborative communities. The online instructional process was redesigned to build emotional presence, social presence, and teaching presence for improved engagement. The study concluded that the intentional curricula and instructional strategies brought about significant improvements in engagement and learning. Future research will be directed at analysing the curriculum and instructional techniques.

A Collaborative Approach to Self-Study Research in Physical Education Teacher Education

2016 ◽  
Vol 35 (3) ◽  
pp. 290-295 ◽  
Author(s):  
K. Andrew ◽  
R. Richards ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Lessons Learned ◽  
Future Research ◽  
Physical Education Teacher ◽  
Ongoing Research ◽  
Education Teacher ◽  
Study Research ◽  
Physical Education Teacher Education ◽  
Self Study

Self-study is a self-focused, improvement-oriented approach to understanding one’s own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by faculty working in physical education teacher education. The purpose of this research note is to advocate for the use of self-study as part of a larger research agenda focused on understanding faculty development and experiences within physical education teacher education. We connect the self-study of teacher education practices to occupational socialization theory and discuss the ways in which self-study can help faculty think more critically about their work as it relates to teaching, research, and service. We also discuss best practices for self-study and lessons learned as they relate to an ongoing research project. We close by discussing implications of self-study work and recommendations for future research.

THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS

2019 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Linda Linda ◽  
Apandi
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Real Field ◽  
English Department ◽  
Effective Teacher ◽  
Existing Problems ◽  
Apply Problem ◽  
Pre Service Teacher

One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

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