Presenting, performing and exploring music and culture: transnational perspectives using online and face-to-face pedagogies in teacher education

2021 ◽  
Vol 18 (1) ◽  
pp. 17-37
Author(s):  
Dawn Joseph ◽  
Alberto Cabedo-Mas
Keyword(s):  
Teacher Education ◽  
Face To Face

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

Blending Traditional and Technological Factors in Teacher Education in Jamaica

2010 ◽  
pp. 137-157
Author(s):  
Aleric Joyce Josephs
Keyword(s):  
Teacher Education ◽  
Careful Consideration ◽  
Face To Face ◽  
Technological Factors ◽  
Teaching History ◽  
Use Of Technology ◽  
Challenges And Opportunities ◽  
Bachelor Of Education ◽  
Regional Institution ◽  
Available Technology

This chapter highlights the challenges and opportunities in blending traditional and technological factors in teacher education. It examines the partnership between one Caribbean state and one campus of a regional institution to develop an ODL teacher upgrading program which has become the model for a regional Bachelor of Education distance program. The aim is to use the teaching of History to make the case for using a blended approach in transitioning to ODL and for careful consideration of the use of technology in the delivery of ODL programs. It discusses how a Bachelor of Education program articulates distance learning and face-to-face modalities and examines the skills needed and the challenges involved in developing a curriculum for teaching History to distant learners using a blended approach and incorporating available technology. It suggests that readiness of faculty and learner to adopt technology as well as careful consideration of the use of technology is crucial for the success of blended learning approach in traditional teaching environment.

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

An organisational framework of Masters of Education in universities in Canada

2021 ◽  
Vol IX(256) (100) ◽  
pp. 31-33
Author(s):  
M. Stepanets
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Higher Education Institutions ◽  
Master's Program ◽  
Canadian Universities ◽  
Face To Face

The paper considers the organisation of Masters programs in leading Canadian universities (Ottawa, McGill and Alberta Universities). Four options for completing a Master's program are clarified. To complete a Master's program you must complete 10-12 courses lasting from 12 months to 2-4 years. Asynchronous, hybrid as well as face-to-face courses are used during the course. The Canadian Qualifications Framework states that any Masters program builds on the knowledge and competence acquired during the relevant Bachelor program and requires more specialised knowledge and intellectual thinking. It is discovered that the academic process in Canadian Universities of teacher education, as well as in other higher education institutions in Canada, is individually regulated.

Training Teachers for a Virtual School System

2013 ◽  
pp. 1398-1415
Author(s):  
Michael K. Barbour
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Virtual Schools ◽  
Virtual School ◽  
Teacher Education Programs ◽  
Full Time ◽  
Education Programs ◽  
Face To Face ◽  
Cyber Schools ◽  
K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

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