scholarly journals Information Skills: The Reflections and Perceptions of Student Teachers

2021 ◽  
pp. 63-74
Author(s):  
Kay Wilson
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Skills Development ◽  
Access To Information ◽  
Generic Skills ◽  
Information Skills ◽  
Physical Access ◽  
General Inability

Part of the “information rich but knowledge poor” discussion concerns physical access to information, but another aspect relates to whether people can use the information they have accessed effectively. In education this is in relation to pupils, but it also concerns teachers. If teachers fail to understand the value and relevance of information skills to themselves as learners, will this create problems in developing those skills in their own pupils? This paper focuses on interviews with (1) professionals who have expectations of student teachers regarding information skills, (2) student teachers reflecting on their own information skills. The data is set within the context of information skills development and the present teacher training ethos in Scotland. Results so far indicate three main issues: first, a lack of understanding about the term information skills; second, a general inability to view information skills as generic skills in a holistic way; and third, an inability and/or lack of opportunity, in many cases, to reflect on abilities and shortfalls.

Technologies of Democracy: Participation and Access in the University Environment

2013 ◽  
Author(s):  
Stephanie Hall ◽  
Naida Caidi
Keyword(s):  
Digital Divide ◽  
Internet Use ◽  
Access To Information ◽  
Canadian Government ◽  
University Environment ◽  
Per Capita ◽  
Statistics Canada ◽  
The University ◽  
Physical Access

Although Canada globally ranks among the top ten countries for per capita Internet use (ITU, 2001; Statistics Canada, 2002), roughly one half of the population is till not online. The Canadian government has supported numerous initiatives aimed at bridging the 'digital divide' between technological haves and have-nots, recognizing, at the same time, that simple physical access to information. . .

scholarly journals Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

2017 ◽  
Vol 8 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Tran Le Huu Nghia
Keyword(s):  
Higher Education ◽  
Influential Factors ◽  
Skills Development ◽  
Development Programs ◽  
University Leadership ◽  
Generic Skills ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
External Stakeholders ◽  
University Leaders

Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education. 

Assessed by Anonymous

2021 ◽  
pp. 132-151
Author(s):  
Thomas Huston
Keyword(s):  
Data Analysis ◽  
Teacher Training ◽  
Performance Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Performance Assessments ◽  
Teacher Performance Assessment ◽  
Scholarly Discourse ◽  
Thematic Data

This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.

Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course

2016 ◽  
Vol 26 (2) ◽  
pp. 321-339 ◽  
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Training Program ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Positive Relationship ◽  
Local Community ◽  
Native Speaker ◽  
Standard English

This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post-mini lesson interviews with individual STs and STs’ mini lessons. The findings show a positive relationship between ELF pedagogy, STs’ perception of their teacher role and their identity construction. Many STs’ identity construction appears to be informed by their concerns of the hegemonic presence of English in the local community and their role primarily as a revival of Indonesian cultures. Although the majority of STs showed a general agreement towards the need to construct a teacher identity independent of native-speaker norms, a few STs continued to believe the importance of teachers to speak Standard English due to its marketability potential.

scholarly journals Beliefs on the teacher professionalism and teaching models in initial teacher education

2019 ◽  
Vol 24 ◽  
Author(s):  
Rocío Serrano Rodríguez ◽  
Alfonso Pontes Pedrajas ◽  
Elisa Pérez Gracia
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Student Teachers ◽  
Teaching Methods ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Professionalism ◽  
Training Curriculum ◽  
Teaching Models ◽  
Teachers Beliefs

ABSTRACT The aim of this paper is to know student teachers’ beliefs on the teaching profession as well as its relation with diverse teaching methods. A Likert scale questionnaire collected the opinions of 361 students enrolled in the master’s degree in secondary education teacher training. A descriptive methodology was applied through a questionnaire in order to collect the data. The most extended beliefs concerning the teaching profession are identified, emphasising future teachers’ interests in more practical teaching and student-centred approach. This investigation highlights the importance of including within the curriculum of pre-service secondary education teachers, activities that enable students reflect about their own beliefs regarding the teaching profession for the reasons that they are decisive to introduce changes in the teacher training curriculum.

scholarly journals “Careful, Now You Are both the Learner and the Teacher!”: Student Teachers’ Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training

2017 ◽  
Vol 10 (6) ◽  
pp. 100
Author(s):  
Dominique-Esther Seroussi ◽  
Yossi Yaffe ◽  
Rakefet Sharon
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Multiple Sources ◽  
Pedagogical Content ◽  
Teacher Student ◽  
Level Of Knowledge ◽  
Training Activities ◽  
Science Teacher Training ◽  
High Level ◽  
Class Presentation

Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, peer lecturing. This activity was a part of the requirements of an introductory zoology course, and included students’ literature inquiry processes oriented to answer a question linked to the course’s contents, followed by whole class presentation of the knowledge acquired in the inquiry. According to students’ view, it seems that the inquiry component and the peer learning component of the activity induced original characteristics in the activity concerning student teachers’ self-concept, students’ beliefs about the level of knowledge needed to teach science, their treatment of prior conceptions, and multiple sources of reflective thinking on science teaching. On the basis of these results, the further development of teacher training activities is envisioned.

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