scholarly journals Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens—Results of an Exploratory Study and Pedagogical Considerations

2021 ◽  
Vol 5 (8) ◽  
pp. 45
Author(s):  
Corinne Wyss ◽  
Wolfgang Bührer ◽  
Florian Furrer ◽  
Adrian Degonda ◽  
Jan A. Hiss
Keyword(s):  
Teacher Education ◽  
Augmented Reality ◽  
Student Teachers ◽  
Positive Impact ◽  
Research Literature ◽  
Molecular Structures ◽  
Structured Interviews ◽  
Motivation For Learning ◽  
German Speaking ◽  
Microsoft Hololens

Augmented Reality (AR) tools are increasingly finding their way into education settings. Although their use is still not widespread in educational contexts, the research literature indicates their potential and effectiveness. However, overall and specifically for the education sector there are still numerous research gaps. This study investigates how the use of head-mounted AR displays such as the Microsoft HoloLens can change learning and what needs to be considered from a didactic perspective. The researched sample consists of 18 student teachers with a nature and technology teaching profile of a German-speaking university of teacher education. The data collection included a written questionnaire, video recordings of a teaching unit with HoloLens examining molecular structures, and one-to-one semi-structured interviews. The results of questionnaires and interviews presented in this paper show that all students were highly motivated to work with this technology in teacher education. The usability of the HoloLens was rated very satisfactory, although many students expressed minor problems. Most students attributed a positive impact on learning to the AR device and stated that the usage of the devices increased their motivation for learning the topic. Overall, the results show that the use of AR in teacher education is considered very valuable and should be increasingly employed in the future.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Sarah A. AL-Ajmi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practices ◽  
Peer Feedback ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Kuwait University ◽  
Self Reflection ◽  
Study Results

<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.</p><p>A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.</p><p>The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p>

scholarly journals TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY

2018 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Kim Anh Thi Vo ◽  
Vincent Pang ◽  
Kean Wah Lee
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Peer Mentoring ◽  
Teacher Education Program ◽  
Public University ◽  
English Teacher ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
The University

Teaching practicum is very essential in the process of learning how to teach, so it should be paid great attention by not only teacher education program designers but also implementators. The paper reports a study on the efficiency of teaching practicum which has been conducted at Public University (pseudonym) in Vietnam. The research employed qualitative approach, and semi-structured interviews were used as the instrument for the data collection. Findings reveal that the implementation of the teaching practicum did not provide student teachers with sufficient chances to develop their teaching skill efficiently. Inappropriate method of implementing the teaching practicum, loose cooperation between the university and high schools, and insufficient support are major issues that caused the teaching practicum to be ineffective. Peer mentoring and a more suitable method of implementing the internship are recommended solutions to improve the effectiveness of the teaching practicum in the English Teacher Education Program at Public University in particular and other English teacher education programs in Vietnam in general.Keywords: Educational program, peer mentoring, teacher education, teaching practicum, teaching skills, VietnamCite as: Vo, T.K.A., Pang, V., & Kean Wah, L. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of NusantaraStudies, 3(2), 32-40. http://dx.doi.org/10.24200/jonus.vol3iss2pp32-40

Perceptions of Teacher Candidates' Experiences in Paired Placements

2016 ◽  
pp. 747-770
Author(s):  
Jeanine B. Jechura ◽  
Cynthia Diane Bertelsen
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Qualitative Inquiry ◽  
Mentor Teachers ◽  
Structured Interviews ◽  
Field Notes ◽  
Early Childhood Learning

This qualitative inquiry described the nature of paired placements within a revolutionary new teacher education program designed to prepare undergraduate teacher education candidates for employment in inclusive early childhood learning environments. The focus of this project, reflecting a Vygotskian lens, has emerged into a five-fold examination: to document the ways that pairs work together, to articulate the outcomes of pairings as contrasted with single arrangements, to identify the practices that make pairings successful or not, to examine the practice of pairing students from the mentor teachers' perspective, and to explore how collaboration between student teachers and mentor teachers lead to critical reflection about teaching. Data sources included semi-structured interviews with teacher candidates and cooperating mentors and teachers, observations and field notes. The site for this study was a university-based early childhood center.

Epistemology and Teacher Education

2018 ◽  
Author(s):  
Matthew Smith
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Research Literature ◽  
Pedagogical Practices ◽  
Initial Teacher Education ◽  
Forthcoming Article ◽  
Wide Range ◽  
Personal Epistemologies ◽  
The Individual

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. For teachers to effectively engage in given pedagogical practices, they need to have beliefs that support these approaches to teaching. These are not philosophical beliefs per se; rather, they are the individual understandings that teachers hold about the nature of knowledge and knowing, which underpin and guide their actions and which are referred to as personal epistemologies. A wide range of paradigms for understanding and studying personal epistemologies is evident in the research literature in this field, but these different perspective and approaches—while varied in outlook and conclusion—point to how important it is that initial teacher education courses allow for the development of sophisticated personal epistemologies through explicit teaching that enables students to think ontologically and epistemologically, and that teacher educators initiate and sustain reflective and discursive practices throughout their courses to promote the best possible outcomes for the children that student teachers will go on to teach in their subsequent careers.

scholarly journals Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science

2013 ◽  
Vol 9 (2) ◽  
pp. 145-155 ◽  
Author(s):  
Anna T. Danielsson
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Student Teachers ◽  
Case Studies ◽  
Situated Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Primary Teacher ◽  
Structured Interviews ◽  
Primary School Student

This paper investigates intersections of gender and the teaching and learning of science in case studies of two male primary school student teachers, exploring how these student teachers negotiate identities as teachers of science. The project works from dual theoretical starting points. Firstly, the project is founded in a feminist post-structural understanding of gender as performative, something ‘done’ in a social context rather than an inherent characteristic of a person. Secondly, learning is, following situated learning theory, conceptualised as involving the constitution of an identity. Empirically, the paper draws on semi-structured interviews with two primary school student teachers specialising in science. The paper explores the two student teachers’ classed and gendered interpretations of school science, in particular how they use these interpretations as a means for them as male teachers to fit into the primary teacher role with its feminine connotations. Finally, some implications for teacher education are discussed.

scholarly journals An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

2015 ◽  
Vol 6 (1) ◽  
pp. 151-174 ◽  
Author(s):  
Wang Ping
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Education ◽  
English Teacher ◽  
Structured Interviews ◽  
Chinese University ◽  
Pros And Cons ◽  
The Impact

Abstract The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four- -year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying.

Simulation Methods in Teacher Education

1975 ◽  
Vol 19 (2) ◽  
pp. 113-126 ◽  
Author(s):  
P. W. Hughes ◽  
R. D. Traill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Research Literature ◽  
Teacher Education Programs ◽  
Simulation Methods ◽  
Teaching Competencies ◽  
Practice Teaching ◽  
Practical Experiences

Teacher educators continue to seek ways in which teacher education programs can provide experiences for student teachers which will assist them to acquire the skills necessary in promoting effective classroom interactions. It is not always possible, nor for that matter on all occasions desirable, that such experiences be provided in actual classroom practice teaching settings. This article discusses the role that simulation might play in providing meaningful practice situations for student teachers. Research literature has been reviewed to indicate ways in which simulation has been found to be effective in the development of teaching competencies. Examples of simulated activities are discussed by the authors to illustrate how programs might develop a wider range of practical experiences for student teachers.

scholarly journals Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda

2021 ◽  
Vol 10 (1) ◽  
pp. 87-105
Author(s):  
Emmanuel Niyibizi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Policy Research ◽  
Structured Interviews ◽  
Role Modelling ◽  
Training Institutions ◽  
Implicit And Explicit ◽  
And Behavior

The study aims to explore teacher educators’ beliefs about role modelling in teacher education in Rwanda. This study hopes to contribute to filling the gap created by limited empirical study available on teacher educators and the relevance of role modelling for high quality teacher training. The study was designed as an exploratory qualitative research using semi-structured interviews of 20 purposively and conveniently selected teacher educators. Content analysis was used to analyze collected data. The findings reveal that participating teacher educators believe that role modelling is an important component in the process of teaching teachers. Moreover, participants hold beliefs about role modelling as implicit exemplar practices and behavior. They think that teaching teachers involves not only providing knowledge but also serving as a good example in both teaching practices and behavior at training institutions as well as in the society. The study concludes that both implicit and explicit modelling should be included in the overall reflections of policy, research and practice of pedagogy of teacher education and especially in the professional development of teacher educators. Further empirical studies are recommended about the implications of implicit modelling on student teachers’ learning outcomes.

scholarly journals Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

2016 ◽  
Vol 10 (2) ◽  
pp. 311-328 ◽  
Author(s):  
Fredrik Mørk Røkenes
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Research Approach ◽  
Structured Interviews ◽  
Digital Competence

Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactics

Sign in / Sign up

Export Citation Format

Share Document