scholarly journals Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 155
Author(s):  
Nurul Hidayah ◽  
Lilia Indriani
Keyword(s):  
Student Teachers ◽  
Real Time ◽  
State Universities ◽  
Online Classes ◽  
Peer Observation ◽  
Teacher Trainees ◽  
Multiple Data ◽  
Teacher Trainee ◽  
Positive Perspective

<p class="16">Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers.  The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.</p>

scholarly journals Elementary English Language School Teachers Self Evaluation: A Case Study from Real Life Application

2021 ◽  
Vol 2 (1) ◽  
pp. p64
Author(s):  
Salwa H. Al Darwish
Keyword(s):  
English Language ◽  
Real Life ◽  
Target Language ◽  
Female Teacher ◽  
Self Evaluation ◽  
Teacher Trainees ◽  
Public Elementary Schools ◽  
Teacher Trainee ◽  
Central Tool

Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as a foreign language in public elementary schools in the form of the practice classes (Practicum Course). Another purpose of this research will be to find out more about students’ perceptions, problems and difficulties of teaching the target language (English) to young learners in order to find the instrument that will help the teacher trainees to better prepare, monitor and evaluate their own teaching through the self-evaluation and peer evaluation. The chosen instrument for this research will be observation for each individual by the instructor (mentor) and the teacher trainees, followed by a questionnaire distributed among the teacher trainees. The sample will consist of 30 female teacher trainees. Each participant is assigned four classmates to be observed and evaluated; followed by the mentor observation and evaluation for each teacher trainee. The results were not similar between the teacher trainees and the mentor.

Special library in teacher training and information literacy

2014 ◽  
Vol 115 (3/4) ◽  
pp. 175-178
Author(s):  
May Chua
Keyword(s):  
Information Literacy ◽  
Cultural Dynamics ◽  
Content Type ◽  
The Public ◽  
Literacy Support ◽  
Teacher Trainees ◽  
Teacher Trainee ◽  
World Class ◽  
Multiplier Effects

Purpose – This paper aims to examine the underemphasized importance of libraries in cultivating information literacy habits in teacher trainees that in turn generate the multiplier effects of inculcating positive habits of information literacy of children in schools. Design/methodology/approach – By using Singapore's National Institute of Education (NIE) Library as a case study, this paper provides an overview of its institutional and cultural dynamics that create a favorable environment to cultivate information literacy in trainee teachers. Findings – NIE Library's unique embeddedness in the public education system and education research system allows it to provide world-class information literacy support for teacher trainees. Originality/value – Provides a description of how special libraries are vital in supporting a nation-wide effort in information literacy through the support of teacher trainee and education researchers.

scholarly journals Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

2017 ◽  
Vol 4 (3) ◽  
pp. 430
Author(s):  
Paul Amollo Odundo ◽  
Lucas Othuon ◽  
Ganira Khavugwi Lillian
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Social Contexts ◽  
School Support ◽  
Positive Interaction ◽  
Development Activity ◽  
Teacher Trainees ◽  
Teacher Trainee

<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>

The Use of Social Media to Facilitate Real-Time eLearning

2017 ◽  
pp. 171-183 ◽  
Author(s):  
Njoroge P. Kahenya
Keyword(s):  
Social Media ◽  
Real Time ◽  
Private University ◽  
Online Classes ◽  
Group Discussions ◽  
Google Docs ◽  
The Social ◽  
Social Media Tools ◽  
Use Of Social Media

The case study focused on the motivation behind usage of social media as alternative tools to the institution's eLearning program, by online classes' facilitators, at a local private university in Kenya. The case study involved 45 faculties involved in facilitating online classes. The survey applied questionnaires generated using Google docs, one of the social media tool used by the same faculty to communicate with students enrolled in the online classes. The primary reasons why facilitators used social media tools were; the learners were already using social media for non-academic purposes and therefore the need to factor in tools which students are conversant with and comfortable to use; social media tools were seen to offer a fast real-time communication; some social media tools enabled group discussions on the go; and, social media are informal tools for general instructions and guidance with regard to the course requirements.

Pollution based real time control strategies for combined sewer systems

1997 ◽  
Vol 36 (8-9) ◽  
pp. 331-336 ◽  
Author(s):  
Gabriela Weinreich ◽  
Wolfgang Schilling ◽  
Ane Birkely ◽  
Tallak Moland
Keyword(s):  
Real Time ◽  
Control Strategies ◽  
Ammonia Nitrogen ◽  
Simple Extension ◽  
Real Time Control ◽  
Time Control ◽  
Sewer Systems ◽  
Receiving Waters ◽  
Tunnel System

This paper presents results from an application of a newly developed simulation tool for pollution based real time control (PBRTC) of urban drainage systems. The Oslo interceptor tunnel is used as a case study. The paper focuses on the reduction of total phosphorus Ptot and ammonia-nitrogen NH4-N overflow loads into the receiving waters by means of optimized operation of the tunnel system. With PBRTC the total reduction of the Ptot load is 48% and of the NH4-N load 51%. Compared to the volume based RTC scenario the reductions are 11% and 15%, respectively. These further reductions could be achieved with a relatively simple extension of the operation strategy.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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