Experiences of an Online Doctoral Course in Teacher Education

2014 ◽  
pp. 28-48
Author(s):  
Despina Varnava-Marouchou ◽  
Mark A. Minott
Keyword(s):  
Teacher Education ◽  
Creative Thinking ◽  
Learning Experience ◽  
Doctoral Degree ◽  
Asynchronous Communication ◽  
Family Commitment ◽  
Important Benefit ◽  
Willingness To Change ◽  
And Coping ◽  
Reflective Skills

This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.

Experiences of an Online Doctoral Course in Teacher Education

2018 ◽  
pp. 1550-1565
Author(s):  
Despina Varnava-Marouchou ◽  
Mark A. Minott
Keyword(s):  
Teacher Education ◽  
Creative Thinking ◽  
Learning Experience ◽  
Doctoral Degree ◽  
Asynchronous Communication ◽  
Family Commitment ◽  
Important Benefit ◽  
Willingness To Change ◽  
And Coping ◽  
Reflective Skills

This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.

The Reflective Skill – Constructive-Prognostic Analysis in Methodological Context

2021 ◽  
Vol 30 (2) ◽  
pp. 134-148
Author(s):  
Natasha Tzanova ◽  
◽  
Nadezhda Raycheva ◽  
Isa Hadjiali ◽  
◽  
...  
Keyword(s):  
Learning Experience ◽  
Two Dimensions ◽  
Historical Aspect ◽  
Prognostic Analysis ◽  
Teachers And Students ◽  
Functional Part ◽  
Cognitive Experience ◽  
The Subject ◽  
The Individual ◽  
Reflective Skills

In historical aspect, the skill is among the key categories in the realm of human practice, which are often an object of different researches – psychological, pedagogical, and last but not least methodological. This is a fact, because the skill is a vital term for the description of productivity of learning experience at least in two dimensions – personally fundamental, guaranteeing its effective functioning in different situations and personally pragmatic, as a multi-level transformation of the cognitive experience, for the completion of certain social roles and the necessary qualities of the subject for this. The skill is a blend between those two dimensions of productivity both in higher education and in secondary school. The reflective skills are a structural and functional part of the transformation of the cognitive, affective, and psycho-motor experience and as such are included in the individual educational reality of the subject, and to a higher degree it defines it. This is the reason why the constructive-prognostic analysis of the reflective skill in the area of Methodology is pointing at the answer of the questions: What is this, what is its structure, how does it get integrated in the system of skills, how does it form and develop. The answers of those questions are basis of its methodological decoding in the process of training teachers and students in Biology. All of this describes the territory of the methodological context of analysing the reflective skill.

scholarly journals Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 207
Author(s):  
Natalie Lander ◽  
Emiliano Mazzoli ◽  
Samuel Cassar ◽  
Naomi Symington ◽  
Jo Salmon
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Activity Levels ◽  
School Students ◽  
Physically Active ◽  
Five Dimensions ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (n = 5), lecturers (n = 6), and pre-service teachers (n = 274) involved with the 12-week program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of Glasgow and colleagues’ RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the teaching capability of teachers, and transform the learning experience and physical and academic outcomes of primary school students.

Through the eyes of young EFL learners: learning with student teachers

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 316-327
Author(s):  
Rana Yildirim ◽  
Esra Orsdemir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
Efl Learners ◽  
Education Literature ◽  
Mentoring Practices ◽  
Teachers Beliefs

Abstract The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.

scholarly journals Stressors and coping strategies: The case of teacher education students at University of Ghana

2020 ◽  
Vol 7 (1) ◽  
pp. 1727666 ◽  
Author(s):  
Kwaku Darko Amponsah ◽  
Grace Sintim Adasi ◽  
Salifu Maigari Mohammed ◽  
Ernest Ampadu ◽  
Abraham Kwadwo Okrah
Keyword(s):  
Teacher Education ◽  
Coping Strategies ◽  
Education Students ◽  
And Coping ◽  
University Of Ghana ◽  
Teacher Education Students

scholarly journals Dance Teacher Education: Programme Analysis and Students’ Perceptions

2010 ◽  
Vol 1 (2) ◽  
pp. 64-73 ◽  
Author(s):  
Birute Baneviciutė
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Creative Thinking ◽  
Education Programme ◽  
Teacher Education Programme ◽  
Dance Teacher ◽  
Dance Teachers ◽  
Study Process ◽  
Educational Paradigms

Abstract The principles of education for sustainable development implemented in Lithuanian education system shifted the perceptions of teachers’ roles from disseminating knowledge towards developing students’ competencies of responsible, critical and creative thinking and acting. The objective of this research is to find out whether pre-service dance teachers in Lithuania are ready to meet challenges of contemporary educational paradigms. A questionnaire was administered to 59 pre-service dance teachers, and the analysis of five dance teacher education programmes was carried out. The findings reveal that, in general, pre-service dance teachers are not satisfied with the quality of the study process, although, according to their statement, they acquire the necessary knowledge.

scholarly journals “I’m Just Going to Buy That!”: Confronting Consumerism in Teacher Education

2016 ◽  
Vol 7 (1) ◽  
pp. 37-48
Author(s):  
Elizabeth Ashworth ◽  
Astrid Steele
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Creative Thinking ◽  
New Materials ◽  
Science Integration ◽  
Construction Activity ◽  
Process Work ◽  
Faculty Of Education ◽  
Integration Project ◽  
Insight Into

Abstract As educators at a faculty of education, the authors found that teacher candidates (TCs) invariably purchased new materials whenever they had an assignment requiring some form of construction activity. They were concerned about this learned, consumer behavior; lessons of moderation in using the Earth’s resources are important elements of sustainability education. Humans are consumers in both a natural and an anthropological sense, but are capable of sustainable consumerism. Therefore, the authors wanted to promote moderation/sustainable consumerism through an educational intervention in their teacher-education classes. Inspired by Selby’s (2011) third proposition for education for sustainable contraction, they revised an existing art/science integration project where constructions would be created from recycled and/or natural materials. The TCs’ constructions, process work, and Reflection papers provided insight into their creative thinking, and learning, regarding sustainable consumerism.

The Doctorate in Physical Education Teacher Education in the 21st Century: Contexts and Challenges

2011 ◽  
Vol 30 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Phillip Ward ◽  
Sue Sutherland ◽  
Marianne L. Woods ◽  
B. Ann Boyce ◽  
Grace Goc Karp ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Core Content ◽  
The Status

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.

Strangely familiar: cross-curricular and creative thinking in teacher education

2007 ◽  
Vol 10 (2) ◽  
pp. 162-179 ◽  
Author(s):  
Jonathan Barnes ◽  
Ian Shirley
Keyword(s):  
Teacher Education ◽  
Creative Thinking
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