scholarly journals The Use of Digital Portfolio to Assess the Student Teachers’ Professional Skills

2021 ◽  
Vol 30 (10) ◽  
pp. 87-98
Author(s):  
N. V. Tikhonova
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Student Teaching ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Professional Skills ◽  
Teacher Student ◽  
School Teaching ◽  
Digital Portfolio

Nowadays, digital technologies are widely used at all levels of education and are effectively integrated into diverse teaching and learning activities (transmission of information, educational projects, presentations, games, training, modeling, evaluation and competence assessment, etc.). Information and communication technologies are considered in this study as a key element of assessment of teacher student professional skills and competencies during school teaching practice. A digital portfolio is regarded as a form of authentic assessment of teaching practice and a way to improve teaching performance and to contribute to pre-service teachers’ professional growth. The purpose of the research is to analyze the opportunities and potential benefits as well as the disadvantages of using digital portfolio in teacher preparation course and to propose recommendations for the full realization of this method’s potential. The author analyzes the experience of Swiss teachers in using a digital portfolio to assess the results of student teaching practice. The research focuses on the role of the digital portfolio in developing the pre-service teachers’ ability to selfassessment and self-reflection.

Blog Phenomenology

2018 ◽  
Vol 13 (2) ◽  
pp. 62-77 ◽  
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Distance Learning ◽  
Student Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Research Approach ◽  
Self Directed Learning ◽  
Interpretive Phenomenology ◽  
Bachelor Of Education ◽  
Student Profiles

The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance-learning environments. An Economics blog was created for students during their teaching practice period to critically reflect on their learning processes and share teaching practice experiences to enhance professional growth. A qualitative research approach, employing an interpretive phenomenology, was used to study phenomena that are experienced by student teachers. Findings showed the usefulness of blogs as a supportive e-learning tool in constructing a teaching philosophy and the identity of student teachers. Furthermore, blogs emerged as an empowering and attractive way of fostering self-directed learning and providing evidence of achievement for warranting purposes – particularly in the context of a teacher education course at an open distance-learning university. The positive lived experiences of student teachers indicated that the subject teacher mentoring and coaching effectively facilitated teaching Economics. Moreover, it emerged that blogs embracing reflective practices presented the opportunity for self-appraisal on personal values, teaching styles and strategies of learning, thus enhancing self-efficacy.

scholarly journals The University of Zambia School Teaching Experience: Is It Effective?

2014 ◽  
Vol 4 (2) ◽  
pp. 61-77
Author(s):  
Peter Chomba Manchishi ◽  
David Sani Mwanza
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Education Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Head Teachers ◽  
School Teaching ◽  
The University

Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA) go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals Interdisciplinaridade e Ensino: Propostas para Planejamento Curricular

2019 ◽  
Vol 20 (3) ◽  
pp. 273
Author(s):  
Renata Biguetti de Souza Santos ◽  
Givan José Ferreira dos Santos ◽  
Alessandra Dutra
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Curriculum Planning ◽  
Social Actors ◽  
Complex Process ◽  
The Social ◽  
School Teaching ◽  
Analytical Research ◽  
Methodological Aspects

A questão do planejamento curricular se apresenta como um dos elementos centrais quando se reflete a respeito do complexo processo de ensino-aprendizagem escolar, particularmente da Educação Básica. Nessa perspectiva busca-se responder aos questionamentos por que fazer, o que é e como fazer um projeto de currículo para o ensino escolar com princípios da interdisciplinaridade e, em consonância com essa problemática, alcançar os objetivos de expor razões favoráveis à adoção na prática docente desse paradigma pedagógico, de mostrar alguns de seus traços conceituais e de sinalizar caminhos para sua efetivação. Com base em aspectos teóricos e metodológicos de pesquisadores sobre o fenômeno da interdisciplinaridade e sua relação com a organização curricular, empreendeu-se uma pesquisa de cunho bibliográfico, descritivo e analítico. Acredita-se que os pressupostos conceituais, as luzes pedagógicas e as reflexões apresentadas no trabalho possam contribuir para aprofundamento da compreensão do tema pelos atores sociais que pensam e atuam na educação do Brasil. Palavras-chave: Processo de Ensino e Aprendizagem. Prática Docente. Educação no Brasil.   AbstractThe issue of curriculum planning is presented as one of the central elements when reflecting on the complex process of school teaching and learning, particularly in basic education. From this perspective, seeks to answer the questions why to do, what is and how to make a curriculum project for school teaching with interdisciplinary principles and, in line with this problem, achieve the objectives of exposing reasons favorable to adoption in practice. teacher of this pedagogical paradigm, to show some of its conceptual traits and to signal paths for its realization. Based on the theoretical and methodological aspects of researchers about the phenomenon of interdisciplinarity and its relationship with the curricular organization, a bibliographical, descriptive and analytical research was undertaken. It is believed that the conceptual assumptions, the pedagogical lights and the reflections presented in the work can contribute to the deepening of the understanding of the theme by the social actors who think and act in the education of Brazil. Keywords: Teaching and Learning Process. Teaching Practice. Education in Brazil. 

The Implementation and Analysis of an International Student Teaching Program

2017 ◽  
pp. 168-188
Author(s):  
Kathryn Dixon ◽  
Ricardo Gonzalez-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Transformative Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Professional Growth ◽  
International Student ◽  
North Texas ◽  
University Of North Texas ◽  
Exchange Program ◽  
International Student Teaching ◽  
The University

This chapter provides an account of an international student teaching exchange program between the University of North Texas (UNT) and the University of Seville (UdeS) from inception to implementation. The first section of the chapter offers a rationale for the program including a review of research related to international exchanges specific to educator preparation. Section two includes a discussion of program establishment, a description of initial contacts between the universities and steps taken to form legal agreements binding the institutions to the program. Logistical aspects of the program are detailed, including agreements with local school districts. The final section synthesizes the research conducted at UNT using Mezirow's (1991) transformative learning theory to study the effects of the program on its students. Three years of data have shown a clear pattern in regard to the personal and professional growth student teachers experience as a result of their participation in the program.

Listening and Learning through ICT with Digital Kids

2016 ◽  
pp. 1016-1037
Author(s):  
Dianne Forbes
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Case Reports ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Listening Skills ◽  
Theoretical Perspectives ◽  
Information And Communication

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.

Formação de Professor e as Estruturas Multiplicativas: em Busca de Elementos Potencializadores da Aprendizagem Docente

2017 ◽  
Vol 10 (2) ◽  
pp. 107
Author(s):  
Aparecido dos Santos
Keyword(s):  
Teacher Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sao Paulo ◽  
Theory And Practice ◽  
São Paulo ◽  
Teacher Student ◽  
Student Relationship ◽  
Process Elements ◽  
Multiplicative Structures

O objetivo do presente estudo é o de identificar possíveis indícios de aprendizagem docente em um processo formativo com dimensões colaborativas. O processo de formação se pautou em dois pilares: na reflexão sobre o ensino e aprendizagem das estruturas multiplicativas e nas estratégias formativas empreendidas para o seu desenvolvimento (ação-reflexão-ação) a partir da análise da prática docente. O estudo foi realizado com um grupo de 14 professoras, atuantes nos anos iniciais do Ensino Fundamental, de uma escola pública na cidade de São Paulo. Os resultados apontam que, para além, da ação e reflexão sobre a prática, que permitiu proceder análises conceituais, didáticas e cognitivas que, em última análise, qualificaram o repertório teórico-prático para o ensino das estruturas multiplicativas, foi possível identificar nos relatos descritos pelas participantes, na avaliação final do processo formativo, elementos que, a meu ver, foram potencilizadores e indicaram indícios da aprendizagem docente. Essa aprendizagem, na voz das professoras, se deu na interface de quatro dimensões: (a) na relação professor- aluno, (b) na relação professor-professor- formadores, (c) na relação teoria e prática, e (d) na reflexão sobre a prática pedagógica.Palavras-chave: Processo Formativo. Aprendizagem Docente. Reflexão. Prática. AbstractThe objective of the present study is to identify possible evidence of teacher learning in a formative process with collaborative dimensions. The formation process was based on two pillars: reflection on the teaching and learning of multiplicative structures and the formative strategies undertaken for its development (action-reflection-action) from the analysis of teaching practice. The study was performed with a group of 14 teachers, active in the initial years of Elementary School, of a public school in the city of São Paulo. The results show that, in addition to the action and reflection on the practice, which allowed us to proceed with conceptual, didactic and cognitive analyzes that ultimately qualified the theoretical-practical repertoire for the teaching of multiplicative structures, it was possible to identify in the described narratives by the participants, in the final evaluation of the formative process, elements that, in my view, were definitive and indicated indications of teacher learning. This learning, in the teachers’ voice, took place in the four-dimensional interface: (a) in the teacher-student relationship, (b) in the teacher-teacher-formers relationship, (c) in the relation theory and practice, and (d) reflection on pedagogical practice.Keywords: Formative Process. Teacher Learning. Reflection. Practice

Teachers’ And Student Teachers’ Perspectives On Reflective Practices In Teaching And Learning In Public Basic Schools In The Gomoa East District Of The Central Region Of Ghana

2020 ◽  
Vol 7 (10) ◽  
pp. 397-412
Author(s):  
Ernest Osei ◽  
Dominic Kwaku Danso Mensah ◽  
Judith Bampo
Keyword(s):  
Student Teachers ◽  
Central Region ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Reflective Practices ◽  
Educational Stakeholders ◽  
Sequential Explanatory Design ◽  
Service Training ◽  
Sequential Explanatory ◽  
Sampling Procedures

The purpose of the study was to explore teachers’ and student teachers’ perspective on reflective practices in teaching and learning in public basic schools in the Gomoa East District of the Central Region of Ghana. The study adopted sequential explanatory design. The study employed the theory of John Dewey (1932) as its theoretical framework. The study employed sequential explanatory design. The population was made up of teachers and student teachers in the Gomoa East District. The study used purposive and simple random sampling procedures to select student teachers and teachers respectively. Structured questionnaires and interview guides were used to gather data from one hundred and twenty nine (129) participants. Descriptive statistics such as simple frequency counts and percentages were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. Finding from the study revealed that teachers understand the concept of reflective practices and its applications. Reflective practices enable teachers to reflect on their teaching experience. Reflective practices enable teachers to think about their knowledge in their subject area. Reflective practices help to improve teaching. Reflective practices provide direction on what could be done in future for professional growth and development. Reflective practices enable student teachers to engage in problem solving that helps to strengthen teaching ability. Findings from the study also indicate that there was inadequate in-service training for teacher and student teachers in the area of reflective practices. Strategies suggested to enhance reflective practice in teaching and learning were cordial relationship between teachers and student teachers, teachers and student teachers should encourage remedial teaching, effective collaboration in instructional activities between teachers and student teachers, teachers should provide adequate time for student teachers and supervise their performance, adequate in- service training for teacher and student teachers in the area of reflective practices and Regular support from headteachers, experience teachers and other educational stakeholders though mentorship and other teacher professional development programs.The study recommended that the Gomoa East District Education Directorate should organize intensive training in the area of reflective practices in teaching and learning for teachers and student teachers to enable them to gain adequate professional competencies to improve their teaching. Head teachers, experienced teachers and other educational stakeholders should readily offer support to ensure successful reflective practices in teaching and learning in schools. Finally, Ghanaian University Colleges of Education should offer teacher education programs or courses that teach pre-service teachers how to develop higher order thinking skills and how to critically reflect.

scholarly journals On the Content of the Pre-service Teachers’ Teaching Reflection in the Practicum

2018 ◽  
Vol 8 (9) ◽  
pp. 1195
Author(s):  
Ling Wang
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Student Interaction ◽  
Classroom Teaching ◽  
Teaching Student ◽  
Reflective Consciousness ◽  
Teacher Student ◽  
Education Environment ◽  
Teacher Student Interaction ◽  
Effective Role

Reflection plays an effective role in promoting teachers’ professional growth and improving teachers’ overall quality. As for Pre-service teachers, teaching practice is an indispensable period for their professional development. Therefore, reflective consciousness and ability should be trained in their practicum. This paper fully elaborates the importance of reflective consciousness for middle school pre-service teachers in the practicum from the contents of the pre-service teachers’ teaching reflection: classroom teaching, student study, teacher-student interaction, teachers’ development and education environment. From the research ,we find pre-service teacher often reflect on classroom teaching, student study and teacher-student interaction. The other two parts are usually neglected.

scholarly journals Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
English Teachers ◽  
Reflective Teaching ◽  
Intensive Training ◽  
Teacher Professional ◽  
Field Notes

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

Sign in / Sign up

Export Citation Format

Share Document