Preservice Teachers' Self-Reflection Practices When Integrating Educational Technology in the Classroom

2018 ◽  
pp. 254-271
Author(s):  
April M. Sanders ◽  
Laura Isbell
Keyword(s):  
Preservice Teachers ◽  
Online Education ◽  
Lesson Plans ◽  
Digital Tools ◽  
Technology In The Classroom ◽  
Video Presentation ◽  
Self Reflection ◽  
Reflective Journals ◽  
Six Traits ◽  
Modern Learning

As digital tools become common in the modern classroom, teachers must be equipped with understanding how to create lessons for modern learning. Reflective teaching practices are one such way to help preservice teachers learn quality skills for both creating and implementing digital tools. While working through the six traits of the reflective practitioner (Eby & Kujawa, 1998) over the course of one semester, 29 participants kept a reflective journal detailing their process of creating a lesson using technology. The creation process also included complete lesson plans and a video presentation of the lesson; the video presentation was submitted to an online education technology conference (www.c2lconference.com). Sources of data included reflective journals, lesson plans, self-reflection questionnaires, and conference evaluations. The emergent themes for both the reflective journals and the comments on the self-reflection were aligned to produce three main themes, which were then connected to the six traits.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

Receptive Skills: Reading & Listening (ReaL) Resource Pack with App Support

2018 ◽  
Vol 2 (3) ◽  
pp. 35
Author(s):  
Nur Ain Abdul Malek ◽  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Hanis Kamarudin
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
New Technology ◽  
Lesson Plans ◽  
Independent Learning ◽  
Self Directed Learning ◽  
Technology In The Classroom ◽  
Support Materials ◽  
Language Classrooms

Educators all over the world have been incorporating smartphones specifically by using mobile applications (apps) in teaching. However, many educators encourage students to use smartphones especially for independent learning without any guidance. It is easy to assume that students would know how to use a certain app on their own. Barrs (2011) asserts that students demonstrate greater interest to continue self-directed learning using mobile devices when they are provided detailed guidance and explanation on how to use smartphone appropriately in classroom settings. This suggests that guided lessons using apps may increase the level of effectiveness in language teaching and learning. The objectives of the resource pack designed are to offer guided approach to the use of apps in language classrooms and to provide support materials to consolidate the lessons. Meanwhile, the novelty lies in the comprehensiveness of the lesson plans and materials while incorporating new technology in the classroom. The resource pack will give a valuable contribution to instructors in the teaching of English particularly on receptive skills like reading and listening. The development of this resource pack which is based on two apps: NST Mobile and LEB English is timely to educators who have interest in incorporating mobile devices in language teaching. Basically, this resource pack underscores a compilation of exciting and meaningful lesson plans meant for educators to conduct listening and reading instructions. Knowing time constraints often experienced by educators in preparing for their classes, worksheets are also included for the proposed lesson plans so that learning outcomes can be achieved at the end of the lessons.

Preservice kindergarten teachers’ narratives during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Merav Aizenberg
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Life Story ◽  
Work Conditions ◽  
Kindergarten Teachers ◽  
Content Type ◽  
Face To Face ◽  
Reflective Journals ◽  
Returning To Work ◽  
Teachers Training

Purpose The purpose of this current study is to follow the development of preservice kindergarten teachers during the practicum phase of their teacher education studies in the time of the COVID-19 pandemic and following the first period of lockdown. Design/methodology/approach The sample included 38 preservice kindergarten teachers in their third and final year of studies who worked in kindergartens as student teachers. Data were collected using reflective journals written by the participants during their studies, after returning to work following the first lockdown. The author analyzed the data using the life-story narrative method. Findings The analysis identified four different types of early education preservice teachers based on their ability to cope with the shift in work conditions. The discussion offers insight into participants’ ability to effectively implement the professional tools they had acquired in the program and during the practicum. Research limitations/implications Limitations include reliance on data from reflective journals, which may be missing details that would have been collected face-to-face. The study has important implications for the functioning of kindergarten teachers in times of crisis, which should be taken into account in the design of the teachers’ training programs. Originality/value The effect of the pandemic on the quality of the preservice kindergarten teachers’ training process, and its implications for functioning in other types of crises are discussed.

scholarly journals Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

2020 ◽  
Vol 12 (21) ◽  
pp. 9050
Author(s):  
Ching Sing Chai ◽  
Yuli Rahmawati ◽  
Morris Siu-Yung Jong
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Science And Engineering ◽  
Pedagogical Content ◽  
Reflective Journals ◽  
The Social ◽  
Teachers Experiences ◽  
And Mathematics ◽  
Complex Matter ◽  
School Curricula

This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

Elementary preservice teachers' integration of engineering into STEM lesson plans

2020 ◽  
Vol 120 (7) ◽  
pp. 402-412
Author(s):  
Cathrine Maiorca ◽  
Margaret J. Mohr‐Schroeder
Keyword(s):  
Preservice Teachers ◽  
Lesson Plans ◽  
Elementary Preservice Teachers

Content Development Patterns Over a 2-Year Period as Indicated from Written Lesson Plans

1991 ◽  
Vol 11 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Kate R. Barrett ◽  
Ann Sebren ◽  
Anne M. Sheehan
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Methods Course ◽  
Content Development ◽  
Graduate Research ◽  
Unit Plans ◽  
Project Data

Teaching preservice teachers to plan, specifically the written lesson plan, is one vehicle to help transform their content knowledge into forms that are pedagogically powerful (Shulman, 1987). This article describes what changes occurred in how one teacher, BJ, transformed her knowledge of content for student learning in lesson plans written during her methods course, student teaching, and 1st-year teaching. Data sources beyond the 17 lesson plans selected for analysis were unit plans, dialogue journals, semistructured interviews, and a graduate research project. Data were analyzed using inductive analysis techniques, and emerging results were discussed continuously with BJ for participant validation of the researchers’ interpretation. Four patterns related to content development are discussed: a shift in how content was identified, shorter lesson plans, a shift from consistent use of extending tasks with minimum use of application tasks to the reverse, and the absence of preplanned refinement and simplifying tasks. Findings from both studies, BJ’s and the original inquiry, suggest that teacher educators need to reexamine the amount and type of information they ask students to include, as well as the format. The challenge will be to develop new approaches that will continually support this process but that will be better suited to the realities of teaching (Floden & Klinzing, 1990).

scholarly journals Implementing Task-based Learning (TBL) for Learning German in Indonesia

2021 ◽  
Author(s):  
Dewi Kartika Ardiyani
Keyword(s):  
Lesson Plan ◽  
Learning Task ◽  
Lesson Plans ◽  
Language Teachers ◽  
Learning Goals ◽  
German Language ◽  
Learning Approach ◽  
Planning Model ◽  
Modern Learning ◽  
The Right

An effective approach is needed to implement life-based learning and improve students’ capability in mastering and using the German language. A task-based approach is one such method that supports learning that prioritizes life-based learning. Gradually arranged assignments and exercises are expected to help develop the learner’s German language competence. Appropriate tasks and exercises should be selected so that learning objectives could be achieved optimally. Therefore, this research is expected to optimize the quality of learning through a task-based learning approach in accordance with modern learning guidelines that prioritize the improvement of German language teachers’ capabilities in Indonesia. The current study used a qualitative research design to see the effectiveness of the task-based learning approach with the Rückwärtsplanung planning model for learning German in Indonesia. Data were taken from 30 German-language teachers from all over Indonesia who took part in the e-workshop task-based learning with the researchers themselves and other collaborators. The data used is a lesson-plan document prepared by the teachers to study the outcomes of lesson plans that were created with a task-based learning approach. The results of the study showed that most of the lesson plans prepared by the teachers had not yet fully adapted the task-based learning approach of the Rückwärtsplanung planning model. Teachers had difficulty determining the right exercises for the assigned task, so the exercises do not support the achievement of learning goals. Keywords: life-based learning, task-based learning, Rückwärtsplanung

scholarly journals Physics-chemistry preservice teachers' opinions about preparing and implementation of STEM lesson plan

2020 ◽  
Vol 10 (2) ◽  
pp. 296
Author(s):  
Sevgül Çalış
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Real Life ◽  
Lesson Plans ◽  
Related Information ◽  
School Programs ◽  
High School Programs ◽  
Trained Teachers

The popularization of the STEM educational model has also brought along the need for well-trained teachers. In this model, it is aimed to understand examples in real world and solve related problems. Of course, this depends on the development of critical thinking, creative thinking, researching and experimental skills. For these reasons, in the study, the difficulties which the physics-chemistry preservice teachers encountered while preparing lesson plans in relation to STEM implementations and their opinions about the implementation of these plans. For this purpose, the preservice teachers were asked to form real life-related, information-based problems covering the acquisitions included in the high school programs and then they were expected to turn these into STEM lesson plans. The study is a descriptive study, one of the qualitative research methods. The data was collected via the forms developed by the researchers and including open-ended questions and one-to-one interviews. The obtained data was analyzed according to the steps of content analysis. When the analysis results were examined, it was found that the preservice teachers had difficulty in forming real life-related, information-based problems covering the acquisitions included in the high school programs and integrating them with scientific knowledge and in the engineering integration of STEM implementations and finding materials.

scholarly journals Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Ping Gao ◽  
Seng Chee Tan ◽  
Longlong Wang ◽  
Angela F. L. Wong ◽  
Doris Choy
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Meaning Making ◽  
Pedagogical Knowledge ◽  
Teacher Preparation Program ◽  
First Year ◽  
Pedagogical Beliefs ◽  
Self Reflection ◽  
Field Placements ◽  
Information And Communication

<span>The purpose of this paper is to present the qualitative findings relating to fourteen preservice teachers' development and translation of their technological pedagogical knowledge (TPK) into their classroom practices throughout the first year of their teacher preparation program. It was found that all fourteen participants demonstrated a gain in both technological and pedagogical knowledge, and registered positive changes both in their pedagogical beliefs and their beliefs in using information and communication technology (ICT) to engage their students in active meaning making after an ICT course and an intervention workshop on reflection. There was, however, great variation in the ways that they used ICT in their first field placements: from using ICT as a presentation tool to complement or support their teaching, to engaging their students in using ICT as a cognitive tool to extend their students' learning and knowledge construction. This variation was largely related to whether the participants could synergise their constructivist-oriented beliefs, technological knowledge and pedagogical knowledge. It seems that only the preservice teachers who demonstrated student-centric pedagogies and reflected on student learning showed more advanced development of TPK. Recommendations for engaging preservice teachers in reflection with a focus on student learning are discussed.</span>

scholarly journals Preservice Training Amid a Pandemic in Ghana: Predictors of Online Learning Success Among Teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
William Nketsia ◽  
Maxwell P. Opoku ◽  
Ahmed H. Mohammed ◽  
Emmanuel O. Kumi ◽  
Rosemary Twum ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Information And Communications Technology ◽  
Colleges Of Education ◽  
Learning Success

The coronavirus disease 2019 outbreak has brought the world to a standstill, especially the education sector. Globally, it has claimed over two million lives, with over 100 million people infected, forcing schools to close down. This has reignited the importance of online teaching and learning for preservice teachers who comprise the next frontiers in providing online education to their future students. However, studies on online learning [OL] success among preservice teachers in developing countries, such as Ghana, remain scarce. Accordingly, this study mainly aimed to assess the predictors of OL success among preservice teachers in Ghana. Bandura’s social cognitive theory guided the study; in total, 526 preservice teachers were recruited from four colleges of education. Although the teachers were ambivalent regarding the success of OL, significant differences were found between the following demographics: gender, specialization, marital status, the preferred mode of learning, and the place of residence. Moreover, the study discussed the need for intensive information and communications technology education among preservice teachers, particularly women, developing their confidence in computer skills, and other recommendations.

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