scholarly journals Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

2021 ◽  
Author(s):  
Asma Mansour Almusharraf
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Teaching Philosophy ◽  
Peer Observation ◽  
Peer Observations

This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.

scholarly journals Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations

2020 ◽  
Vol 11 (4) ◽  
pp. 547-564
Author(s):  
Asma Mansour Almusharraf
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Teaching Philosophy ◽  
Peer Observation ◽  
Peer Observations

This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.

Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program

1993 ◽  
Vol 12 (2) ◽  
pp. 161-179 ◽  
Author(s):  
Kathy C. Graham ◽  
Richard C. Hohn ◽  
Peter H. Werner ◽  
Amelia M. Woods
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Clinical Model ◽  
Physical Education Teacher Education ◽  
Beliefs About Teaching

The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

2019 ◽  
Vol 14 (3) ◽  
pp. 39-54
Author(s):  
Göran Karlsson ◽  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Powerful Method ◽  
Web Based ◽  
Pedagogical Tool ◽  
Self Reflection ◽  
Reflective Process ◽  
Service Training ◽  
Further Development

Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation

2018 ◽  
Vol 14 (4) ◽  
pp. 816-827 ◽  
Author(s):  
Carmel Roofe
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Social Responsibility ◽  
Standardized Testing ◽  
School Violence ◽  
Student Teachers ◽  
Teacher Educators ◽  
Ad Hoc ◽  
Structured Interview ◽  
Content Type

Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

Stress and Social Problem Solving: Another Wonderful Symbiosis

2004 ◽  
Vol 4 (1) ◽  
pp. 87-111 ◽  
Author(s):  
Cameron Montgomery ◽  
Regina Melchor-Beaupré
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Student Teaching ◽  
Social Problem ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Social Problem Solving ◽  
Problem Solving Skills ◽  
Theoretical Concepts ◽  
Joint Consideration

This article is a literature review of stress and social problem solving skills. The authors emphasize the need for a joint consideration of stress and social problem solving. This article integrates some ideas and theoretical concepts from Goleman’s theory of emotional intelligence, as well as Sternberg’s theory of successful intelligence. The article contributes to knowledge regarding the relationship between cognitive (social problem solving) and affective (stress) processes. The information in this article is also useful for teacher education program reform. It should encourage student teacher educators to put an emphasis on certain emotional dimensions such as student teachers’ stress and social problem solving before, during, and after student teaching.

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

2014 ◽  
Vol 31 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Marja-Leena Juntunen
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Vocal Music ◽  
Good Teaching ◽  
Structured Interviews ◽  
Pedagogical Training

The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

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