Learning While Teaching

2019 ◽  
pp. 100-130
Author(s):  
Yukari Takimoto Amos ◽  
Nicki Kukar
Keyword(s):  
English Learners ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Academic Knowledge ◽  
Practitioner Knowledge ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidate exposure to English learners (ELs) with “third space” as a theoretical framework. In third spaces, the boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the three teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELs while taking a class on EL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the teacher candidates with opportunities to immediately implement what they learned in a traditional class with the ELs. In this boundary blurriness, the teacher candidates became the owner of their own practitioner knowledge, rather than the borrower of the existing academic knowledge.

Teaching and Learning Simultaneously

2017 ◽  
pp. 48-67
Author(s):  
Yukari Takimoto Amos ◽  
Nicole M. Kukar
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Reflective Practitioners ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidates' exposure to ELLs with “third space” as a theoretical framework. In third spaces, boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the two teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELLs while taking a class about ELL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the participants with opportunities to immediately implement what they learned in a traditional class with the ELLs. In this boundary blurriness, the ELLs became from abstract to concrete in the participants' mind, and the participants became reflective practitioners.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Preservice Teachers Consider Game-Based Teaching and Learning

2020 ◽  
pp. 240-255
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

scholarly journals Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms

2018 ◽  
Vol 70 (4) ◽  
pp. 372-387 ◽  
Author(s):  
Matthew Ryan Lavery ◽  
Joyce Nutta ◽  
Alison Youngblood
Keyword(s):  
Teacher Preparation ◽  
Language Arts ◽  
English Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Education Program ◽  
Secondary English ◽  
Nonnative Speakers Of English ◽  
Group 2 ◽  
K 12

Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

scholarly journals University Students Academic Usage of Facebook. Case Study: Licence 2 English Students, Mostaganem University

2019 ◽  
Author(s):  
Amel Ghermaoui
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Effective Means ◽  
Large Population ◽  
University Education ◽  
Future Research ◽  
Academic Knowledge ◽  
Learning Platforms ◽  
The University

last decade has witnessed the rapid popularity of social networking sites like Facebook and College students constitute a large population of Facebook users. Advancement in telecommunication and information technology has resulted in a tremendous impact on teaching and learning. Accordingly, university education has started to benefit from online learning platforms. The revolutionary progress that the internet has known is giving a modern dimension to the teaching process, thus, facilitating university students' learning. The purpose of this study is to evaluate the extent to which Facebook can be an effective means to distribute academic content to university students. Department of English of Mostaganem University is involved in this study. The Study combines quantitative with qualitative types of research. Quantitate research involves distributing a survey in the form of a questionnaire among License 2 students department of English as well as teachers to examine to what extent Facebook can be used for academic purposes. Qualitative research is dedicated to the analysis and observation of studens’ Facebook group page. The results showed that Students confirm that Facebook is a useful tool to distribute and share academic knowledge yet there are still many obstacles that hinder its use at the university context. On another hand, the present research suggests some helping solutions to enhance Facebook educational use among university students and their teachers. Future research may include a larger population from every Department of Mostaganem University to ensure generalizability of the study’s findings.

Advocacy for English Learners

2018 ◽  
pp. 114-129 ◽  
Author(s):  
Debra A. Giambo
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Preparation Programs ◽  
The Political ◽  
Preparation Programs ◽  
Self Reflection ◽  
Undergraduate Teacher Education ◽  
Political Election

There is a growing need for teachers to be advocates for their English learners (ELs). Teacher preparation programs often do not develop teacher candidates' advocacy skills effectively, and this chapter begins with an outline of the need for developing the advocacy skills of teacher candidates. Activities to promote the development of teacher candidates' skills to advocate for policy change for ELs are described both at scaffolded levels of preparation and within the context of an undergraduate teacher education program. These activities are organized in the program to reflect both the teacher candidates' developing abilities to analyze and synthesize information related to policy as well as, for some assignments, the political election cycle. As part of these activities, teacher candidates engage in self-reflection as well as in-class, whole group reflection, and these processes are described along with a presentation of themed student reflective responses in regard to the advocacy activities.

scholarly journals From Talk to Experience: Transforming the Preservice Physics Methods Course

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Tom Russell ◽  
Shawn M. Bullock
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Methods Course ◽  
Pedagogical Approach ◽  
Self Study ◽  
Physics Curriculum

This report of a collaborative self-study describes and interprets our pedagogical approach at the beginning of a preservice physics methods course and outlines the strategy that we used to create a context for productive learning. We focus on our attempt to engage teacher candidates in dialogue about learning physics and learning to teach physics by engaging them in brief teaching experiences in the first month of a preservice teacher education program, before the first practicum placement. Self-study methodologies are used to frame and reframe our perceptions of teaching and learning as we enacted a pedagogy of teacher education that was unfamiliar both to us and to our teacher candidates.Keywords: self-study of teacher education practices, lesson study, teacher education, physics, curriculum methods

Cultivating a school-university partnership for teacher learning

2017 ◽  
Vol 98 (8) ◽  
pp. 48-53 ◽  
Author(s):  
Catherine H. Reischl ◽  
Debi Khasnabis ◽  
Kevin Karr
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Title I Schools ◽  
University Of Michigan ◽  
Learning Collaborative ◽  
School Site ◽  
Ann Arbor ◽  
The University

The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.

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