Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE

2020 ◽  
pp. 1134-1147
Author(s):  
M. Noor Davids
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Current Model ◽  
Group Discussion ◽  
Development Stage ◽  
Initial Teacher Education ◽  
Student Responses ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Research Questions

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/ Teaching Practice MODULE

2017 ◽  
Vol 13 (3) ◽  
pp. 15-26 ◽  
Author(s):  
M. Noor Davids
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Current Model ◽  
Group Discussion ◽  
Development Stage ◽  
Initial Teacher Education ◽  
Student Responses ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Research Questions

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher Education qualification have to complete a compulsory Teaching Practice module. The successful completion of the module arguably provides evidence of students' readiness for professional practice. The assessment of the teaching practicum is often riddled with anxiety on the part of the students and conflict between students and their supervisor. Two interrelated research questions guided this study: What are students' experiences of the current teaching practicum assessment? and What were students' responses to the ICT-based assessment proposal? Data were collected from a sample of Teaching Practice students (N = 40) and a focus group discussion conducted with eight (8) students. Technological pedagogical content knowledge (TPCK) and critical connectivity theory provided the study with analytical and conceptual lenses. Findings are discussed in response to the research questions posed in preparation of the software development stage of the project.

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

2021 ◽  
Vol 20 (5) ◽  
pp. 18-37
Author(s):  
Wiets Botes
Keyword(s):  
Teacher Education ◽  
Science Teaching ◽  
Natural Science ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Practicum ◽  
Teaching Models ◽  
Research Questions ◽  
Practicum Experience

The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals Unpacking the Potential of 360degree Video to Support Pre-Service Teacher Development

2019 ◽  
Vol 11 (1) ◽  
pp. 63-69
Author(s):  
Nicoletta Balzaretti ◽  
Andrea Ciani ◽  
Chelsea Cutting ◽  
Lisa O’Keeffe ◽  
Bruce White
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Web Based ◽  
Video Cameras ◽  
Self Evaluation ◽  
Video Viewing ◽  
Pre Service Teacher

Abstract Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs’ use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan ‘around’ the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to ‘notice’ additional areas for improvement in their own practice.

scholarly journals Primary specialisations in Australia: graduates’ perceptions of outcome and impact

2021 ◽  
Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Advisory Group ◽  
Australian Government ◽  
Ongoing Research ◽  
Mixed Methods Case Study ◽  
Bachelor Of Education ◽  
The University

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

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