Systematic Selection of Innovative Pedagogies in Teacher Education Courses and Practica

2020 ◽  
pp. 163-183
Author(s):  
Neal Shambaugh ◽  
Katharine Brownfiel
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
21St Century ◽  
Systematic Approach ◽  
School Setting ◽  
Assessment Of Learning ◽  
Learner Differences ◽  
Systematic Selection ◽  
Education Courses ◽  
Teaching Decisions

The purpose for teaching is to prepare learners for lives in the 21st century. The availability of new forms of teaching to achieve 21st century learning outcomes across learner differences benefits from tapping a systematic approach for pedagogy selection. For those working in teacher education, the chapter first summarizes issues about new pedagogies, including the perspective of the preservice teacher. A systematic approach to selecting innovative pedagogies uses seven prompts. The first three review student needs including (1) teacher knowledge of student differences, (2) learning outcomes, and (3) the realities of the school setting. A second set of prompts address teaching decisions including (4) assessment of learning outcomes, (5) the mix of teaching models and strategies, (6) the enabling features of the new pedagogies during implementation, and (7) the adjustments of teaching decisions based on the responses to the above prompts. Recommendations for best practices and research directions are provided.

Quality-Assurance Assessment of Learning Outcomes in Mathematics

2015 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Seifedine Kadry
Keyword(s):  
Differential Equation ◽  
Quality Assurance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Student Outcomes ◽  
Systematic Approach ◽  
Student Learning Outcomes ◽  
Assessment Of Learning ◽  
Analyze Data

Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.

scholarly journals Building Pre-Service Teacher Capabilities through Remote and Flexible Placement - A New Narrative

2021 ◽  
Author(s):  
Ondine Jayne Bradbury ◽  
Tatainia Stewart ◽  
Anabelle Barker ◽  
Jessica Rowe
Keyword(s):  
Teacher Education ◽  
Case Studies ◽  
21St Century ◽  
Classroom Context ◽  
Case Study Approach ◽  
Study Approach ◽  
The University ◽  
Pre Service Teacher ◽  
Education Courses

Within practical placements, Australian pre-service teachers acquire a range of skills and strategies. This is in addition to linking the theory that they acquire at university to that in the classroom context. In 2020, to ensure that the pre-service teachers in education courses continue this practical component of their degree, remote and flexible placements were negotiated between the schools and the university. These changes were embedded in order for pre-service teachers to work with schools, students and mentors and they did so from within their homes. This chapter focuses on the experiences from three pre-service teachers during their time on practicum in remote and flexible contexts. A case study approach was applied to analyse each individual’s experiences. The case studies highlight the commonalities in experiences for each individual pre-service teacher. Upon analysis of these case studies, these commonalities included implications around how these capabilities were being formed and developed throughout the placement. These capabilities included inference, deduction, pivoting and empathy. These common capabilities across the pre-service teacher’s experiences, during their remote and flexible placement, highlight the need for a new narrative around the emerging skills, strategies and capabilities for teacher education in the 21st Century.

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Aljawharah Alsalamah ◽  
Carol Callinan
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Training Process ◽  
Educational Training ◽  
Head Teachers ◽  
Female Head ◽  
Assessment Of Learning ◽  
Level Model ◽  
Four Levels ◽  
Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

Children’s Experiences on Learning the 21st-Century Skills With Digital Games

2019 ◽  
Vol 15 (6) ◽  
pp. 685-706 ◽  
Author(s):  
Juho Kahila ◽  
Teemu Valtonen ◽  
Matti Tedre ◽  
Kati Mäkitalo ◽  
Olli Saarikoski
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Digital Games ◽  
School Sports ◽  
Adult Participants ◽  
Core Subjects ◽  
Physical Abilities

Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children’s essays, which were analyzed using qualitative content analysis. Results reveal that children’s learning experiences are often related to 21st-century core subjects and skills, but they also reported improved physical abilities and sports competences from digital games. Children felt that the skills they had gained were beneficial in the contexts of school, sports, and friendships. The results contribute to our understanding of digital games and children by providing children’s perspective on digital games and learning.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

The relationship between students’ approaches to learning and the assessment of learning outcomes

2005 ◽  
Vol 20 (4) ◽  
pp. 327-341 ◽  
Author(s):  
David Gijbels ◽  
Gerard Van de Watering ◽  
Filip Dochy ◽  
Piet Van den Bossche
Keyword(s):  
Learning Outcomes ◽  
Approaches To Learning ◽  
Assessment Of Learning ◽  
The Relationship
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