scholarly journals Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

2021 ◽  
Vol 20 (4) ◽  
pp. 116-136
Author(s):  
Saleh Al-Busaidi ◽  
Fawzia Al-Seyabi
Keyword(s):  
Student Teachers ◽  
Course Design ◽  
Teacher Education Program ◽  
Real Life ◽  
Deep Understanding ◽  
Project Based Learning ◽  
Learning Needs ◽  
Life Problems ◽  
Design Skills ◽  
Efl Teacher Education

Project-based learning (PBL) helps students gain a deep understanding of the knowledge they acquire, develops higher levels of learning, and promotes the motivation to learn. Through self-inquiry, self-planning, and investigation, students learn to be independent thinkers and autonomous learners and pursue their learning needs by seeking solutions for real-life problems. The objective of this study was to explore the extent to which PBL approach helped 146 student-teachers at the College of Education, Sultan Qaboos University, Oman, develop their course design skills. The study utilized a questionnaire with multiple sections. The students were asked for their opinion about the approach, the difficulties they encountered, and suggestions for improvement. The results revealed that the students’ responses were positive. The students enjoyed the project and agreed that it helped them gain many of the principles of courses design, as well as a host of academic skills. The students also reported a few challenges faced during the project such as needs analysis and writing goals and objectives. Teacher preparation programs in other contexts can benefit from the course design and the study findings to introduce change to their courses. Researchers and practitioners can also benefit from the challenges faced in implementing PBL in higher education institutions where one would expect students to be highly independent.

“Real-world:” preservice teachers' research competence and research difficulties in action research

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cathy Mae Dabi Toquero
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Action Research ◽  
Real World ◽  
Teacher Education Program ◽  
Real Life ◽  
Research Skills ◽  
Content Type ◽  
Research Competence ◽  
Life Problems

Purpose The purpose of this study is to provide an analysis of the teacher education program focused on the development of the research competence of the preservice teachers, difficulties they encountered in conducting action research and the need to provide them with realistic research opportunities. Design/methodology/approach This qualitative study made use of data sources taken from observations, feedback sessions, presentations and follow-up written interview of 133 randomly selected preservice teachers. Findings Findings reported that the multicultural preservice teachers have novice research skills and that the real-world application of their research skills developed their research competence. However, they encountered difficulties creating their action research, such as in the literature review and the research conceptualization. Research limitations/implications Aside from the self-reported experiences of the students, the training on the action research mainly focused on the conceptualization, design formulation of interventions and proposal writing stage but were not implemented due to course constraints. Practical implications This study can assist policymakers to integrate a mandatory research course as part of the curricular offerings and for the university to create space for students to practice their research skills based on real-life problems in the basic level institutions. Social implications Understanding the challenges, difficulties, and basic competence in the research development of the preservice teachers would strengthen the research practice of the future teachers for evidence-based teaching in the schools. Originality/value The limited literature focus on the development of research competence on teacher education students using action research, including the difficulties that university students experience in doing research based on a societal context.

Student teachers’ experience with improvisation activities for spontaneous speech practice in English

2021 ◽  
pp. 136216882110447
Author(s):  
Anke Zondag
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Real Life ◽  
Spontaneous Speech ◽  
Efl Teacher ◽  
Teachers Experiences ◽  
Language Classroom ◽  
Excellent Method ◽  
Speaking Confidence ◽  
Efl Teacher Education

Because most real-life foreign language speech is naturally unpredictable, spontaneous speech should be practiced in the foreign language classroom. Student teachers of English as a foreign language (EFL) may benefit from practising methodology for spontaneous speech practice. This article reports the findings for a study into EFL student teachers’ experiences with using improvisation activities, exploring the relevance of improvisation activities for spontaneous speech practice. The data include semi-guided texts and reluctant speakers’ interviews. The findings showed that improvisation activities facilitated spontaneous speech practice and strengthened speaking confidence through enjoyment. The ‘spontaneous speech mindset’ enabled participants to explore linguistic and creative boundaries. The study showed that application of improvisation activities is an excellent method for spontaneous speech practice in EFL teacher education.

MarineTech Project—Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry

2010 ◽  
Vol 26 (01) ◽  
pp. 29-35
Author(s):  
Alok K. Verma ◽  
Ray Ferrari ◽  
Manorama Talaiver ◽  
Sueanne E. McKinney ◽  
Daniel Dickerson ◽  
...  
Keyword(s):  
Large Scale ◽  
Learning Experience ◽  
Science Instruction ◽  
Real Life ◽  
Integrated Approach ◽  
Project Based Learning ◽  
Pedagogical Issues ◽  
Life Problems ◽  
Math And Science

Low enrollment and high attrition rates in science, technology, engineering, and math (STEM) based degree programs have created a shortage of workforce in industries such as shipbuilding and repair that are important for national security. Part of this problem can be attributed to pedagogical issues such as lack of engaging hands-on activities used for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large-scale flight and attrition from STEM-based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage students' interest in STEM-based careers, it is important that students establish a link between the math and science instruction and its application to solve real-life problems early in their learning experience. Project-based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher Education of Virginia and supported by the shipbuilding and repair industry has attempted to address the quality of STEM education in Virginia by developing project-based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and integrated math and science education while increasing awareness of teachers about the shipbuilding and repair industry. The paper presents the motivation behind developing these project-based learning (PBL) modules, issues related to implementation, and results from student and teacher workshops.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

scholarly journals Walk the talk: Immersing pre-service teachers in the learning of ICT tools for knowledge creation

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Shanti Divaharan ◽  
Wei-Ying Lim ◽  
Seng-Chee Tan
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Knowledge Creation ◽  
Teaching And Learning ◽  
Course Design ◽  
Teacher Education Program ◽  
Pedagogical Practices ◽  
Technology Tools ◽  
Use Of Technology ◽  
Technology Tool

<span>This paper traces the evolution of the design framework for the use of technology in a teacher education program in a Singaporean university. This course focuses on developing student teachers' capacity for the use of ICT in teaching and learning. We report our two-level reflection: one that focuses on the trajectory of the course design, and one that reflects on the university faculty's pedagogical practices when conducting this course. The goal of this course in the last decade has transformed from a focus on technology skills to pedagogical and knowledge creation. The current goal of the course is to develop student teachers' pervasive use of technology tools to collaborate, design, reflect and think critically. The challenge for the faculty in a teacher education higher learning institute is to design a course that would present opportunities for student teachers to experience the technology tools as learners themselves so as to become teachers who will be doyens in designing technology tool integrated learning. We contend that the experiences of technology tools help to deepen the student teachers' knowledge about technology integration. As student teachers experience technology tools in tandem with theory, the immersive experience may translate into designing apt technology-integrated lessons for their learners.</span>

scholarly journals An EFL Teacher Education Programme: Issues and Concerns from a Yemeni University

2019 ◽  
Author(s):  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Deep Understanding ◽  
Education Programme ◽  
Sustainable Growth ◽  
Pedagogical Practices ◽  
Supervisory Support ◽  
Teacher Education Programme ◽  
Efl Teacher Education ◽  
The University

Teacher education programmes (TEPs) promote unique experiences that involve a deep understanding of teaching needs, advanced strategies, preparation and training at universities or schools. The main objective of this study is to investigate the English teacher education programme (ETEP) in order to reform and develop current teaching practices in a rapidly developing area of research. The present study aims to look at three main areas which include the university preparation strategy, classroom teaching and supervisory support of an ETEP in Yemen. The data were collected through a questionnaire emailed to all the fourth-year student teachers of the English Department, Faculty of Education, at a public university in Yemen. The results reveal several issues concerning university courses, pedagogical practices, planning lessons, methodologies, and approaches. They disclose some inconsistencies between the proposed strategies at the university and the actual classroom implementation. The results also indicate that the present teaching duration is insufficient to realize the real benefits of the program for sustainable growth. The study provides some recommendations for student teachers, teachers, supervisors, curriculum designers, and policymakers.

scholarly journals Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach

2019 ◽  
Vol 12 (3) ◽  
pp. 225-246 ◽  
Author(s):  
Jesús Tejada ◽  
Tomás Thayer Morel
Keyword(s):  
Teacher Education ◽  
Course Design ◽  
Real Life ◽  
Product Evaluation ◽  
Education Programme ◽  
Primary Objective ◽  
Music Technology ◽  
Project Based Learning ◽  
Initial Teacher Education ◽  
Self Assessment

This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.

scholarly journals Science Project-based Learning Integrated with Local Potential to Promote Student’s Environmental Literacy Skills

2018 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Ellin Carlina ◽  
Djukri
Keyword(s):  
Science Learning ◽  
Real Life ◽  
Environmental Literacy ◽  
Cognitive Skill ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Direct Experience ◽  
Science Project ◽  
Life Problems

The learning process of science requires teaching which gives students the opportunity to be active in direct experience learning and thinking about the problems in real-life. However, science learning method that is widely used so far only conventionally, so it has not accommodated students in providing direct experience and solutions to real life problems. In order to realize the science learning that allows students to build their own understanding of real life problems, suitable learning model is needed and one of which is project-based learning. This research was conducted to know the effectiveness of science project-based learning which is integrated with natural potential of Baruppu’ in Junior High School students’ environmental literacy skills. Sample consisted of 50 students in grade VII of SMPN 1 Baruppu’. Quasi-experimental with Non-equivalent Control-Group Design was used to know the effectiveness of learning model in student’s environmental literacy skills: cognitive skill and environmental affect components. The study design consists of two groups: 26 students of class VIIA as experimental group and 24 students of class VIIB as control group. Data collected consisted of scores that measured cognitive skill and scores from environmental affect survey. Data analysed utilizing an independent samples t-test to determine any differences in environmental literacy skills between experimental and control groups after treatment. The result showed that the science project-based learning which is integrated with natural potential of Baruppu’ was effective to promoted student’s environmental literacy skills.

scholarly journals The educational value of peer groups from a general practitioner perspective

2011 ◽  
Vol 3 (3) ◽  
pp. 218 ◽  
Author(s):  
Steven Lillis
Keyword(s):  
Peer Review ◽  
General Practitioners ◽  
Peer Group ◽  
Real Life ◽  
Peer Groups ◽  
Learning Needs ◽  
Work Experiences ◽  
Educational Value ◽  
Life Problems ◽  
Interactive Nature

INTRODUCTION: Peer review groups are compulsory for New Zealand (NZ) general practitioners (GPs) but little is known about how they function. This study aimed to understand the educational value of peer group meetings to general practitioners and explore methods of increasing value. METHODS: A qualitative study was undertaken comprising a single meeting involving 22 NZ GPs with an interest in education and subsequent thematic analysis on the raw data. FINDINGS: Respondents indicated a strong belief in the educational value of peer groups. Pastoral care was also perceived as a valuable outcome of peer groups that was somewhat separate from the educational value. It would appear that the majority of peer groups work on the basis of internally driven contemporaneous learning needs based on difficult work experiences. There was limited concern over the wide interpretation of what constitutes acceptable topics for discussion as well as the informal nature of training and structuring the meetings. DISCUSSION: The interactive nature of peer group learning with subject matter of ‘real life’ problems would suggest peer groups have the potential to make significant change in the performance of doctors. A broad and differing range of experience in the group is more likely to generate an educationally valuable environment. It would appear that there may be a limited role for assisting peer groups with methods of structuring content and increasing effectiveness. KEYWORDS: Education, medical, continuing; peer group; peer review, research

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