Online Collaborative Learning in Pre-Service Teacher Education

2021 ◽  
pp. 2032-2048
Author(s):  
Elif Nagihan Gokbel
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Technologies ◽  
Collaborative Tools ◽  
Online Tools ◽  
Future Research Directions ◽  
Collaboration And Communication

Technology-enhanced collaborative learning has become attractive in higher education. Teacher education programs have made extensive efforts for meaningful use of online technologies for collaboration and communication. This review aims to synthesize a comprehensive literature review on PSTs' collaborative learning with online tools. First, the review revealed that the number of articles published has increased especially in the last five years with contributions from researchers around the world. Second, there were three types of online technologies used mainly for collaboration in PST education: Asynchronous, synchronous, and social media tools. Third, online tools for collaboration were reported as mainly beneficial in PSTs' education contexts. Forth, while there are notable exceptions, challenges to integrate online collaboration tools in PSTs' education programs were scant. Finally, there were various instructional practices where educators integrated online collaborative tools for learning. Future research directions are elaborated.

Online Collaborative Learning in Pre-Service Teacher Education

2020 ◽  
pp. 288-304
Author(s):  
Elif Nagihan Gokbel
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Technologies ◽  
Collaborative Tools ◽  
Online Tools ◽  
Future Research Directions ◽  
Collaboration And Communication

Technology-enhanced collaborative learning has become attractive in higher education. Teacher education programs have made extensive efforts for meaningful use of online technologies for collaboration and communication. This review aims to synthesize a comprehensive literature review on PSTs' collaborative learning with online tools. First, the review revealed that the number of articles published has increased especially in the last five years with contributions from researchers around the world. Second, there were three types of online technologies used mainly for collaboration in PST education: Asynchronous, synchronous, and social media tools. Third, online tools for collaboration were reported as mainly beneficial in PSTs' education contexts. Forth, while there are notable exceptions, challenges to integrate online collaboration tools in PSTs' education programs were scant. Finally, there were various instructional practices where educators integrated online collaborative tools for learning. Future research directions are elaborated.

Using Second Life® to Teach Collaboration Skills to Pre-Service and In-Service Special Educators

2013 ◽  
pp. 336-358 ◽  
Author(s):  
Melissa D. Hartley ◽  
Barbara L. Ludlow ◽  
Michael C. Duff
Keyword(s):  
Teacher Education ◽  
Second Life ◽  
Special Educators ◽  
Role Playing ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
West Virginia University ◽  
Virtual Simulations

Second Life®, an online virtual world, is currently used at West Virginia University for simulation activities and role-playing exercises in teacher education programs in special education. The purpose of this chapter is to describe a design experiment in a pilot case study, explain the rationale for using virtual reality, describe how learning activities were developed, implemented, and evaluated, discuss plans for future research and practice, and offer suggestions for using virtual simulations in other teacher education programs.

scholarly journals ‘It’s an adjustment’: The experiences of stay-at-home mothers in graduate teacher education programs

2018 ◽  
Vol 3 ◽  
Author(s):  
Karrin Lukacs
Keyword(s):  
Teacher Education ◽  
Future Research ◽  
Return To School ◽  
Teacher Education Programs ◽  
Professional Lives ◽  
Education Programs ◽  
Dual Roles ◽  
Graduate Teacher Education ◽  
At Home

It is important that teacher education programs be aware of their students’ lives and experiences both inside and outside of the classroom. This is especially true in the case of students who are also stay-at-home mothers who are trying to balance the demands of their personal and professional lives and to adjust to the differing expectations for each. This study was designed to explore the experiences of 10 stay-at-home mothers who decided to return to school to become teachers. Results indicate that the students felt that motherhood helped them to be more tolerant and understanding, but that it was often difficult to balance their dual roles of mother and student. Implications for graduate teacher education programs and recommendations for future research are discussed. 

Dismantling Eurocratic Practices in Teacher Education

2018 ◽  
pp. 300-320 ◽  
Author(s):  
Kamania Wynter-Hoyte ◽  
Meir Muller ◽  
Nathaniel Bryan ◽  
Gloria Swindler Boutte ◽  
Susi Long
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
School District ◽  
Future Research ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Education Programs ◽  
Local School ◽  
Marginalized Communities ◽  
Pedagogical Frameworks

This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.

Dismantling Eurocratic Practices in Teacher Education

2021 ◽  
pp. 603-624
Author(s):  
Kamania Wynter-Hoyte ◽  
Meir Muller ◽  
Nathaniel Bryan ◽  
Gloria Swindler Boutte ◽  
Susi Long
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
School District ◽  
Future Research ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Education Programs ◽  
Local School ◽  
Marginalized Communities ◽  
Pedagogical Frameworks

This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

scholarly journals Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context

2021 ◽  
pp. 199-226
Author(s):  
Daisy Catalina Carvajal Ayala ◽  
Ricardo Alonso Avendaño-Franco
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teacher Education Programs ◽  
Learning Spaces ◽  
Education Programs ◽  
Efl Context

Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.

scholarly journals Partnerships to promote inclusive education for students with disabilities in Thailand

2021 ◽  
Vol 5 (1) ◽  
pp. 85-95
Author(s):  
Somkate Uttayotha ◽  
Andrew Scheef
Keyword(s):  
Teacher Education ◽  
Pilot Study ◽  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Residential Schools ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
To Receive

Inclusive education provides opportunities for students with disabilities to learn alongside peers without disabilities. In some countries, such as Thailand, a dearth of opportunities for inclusive education means that students with disabilities are only offered enrollment in residential schools designed for students with disabilities. As a result, students are forced to leave their home communities to receive a public education. Inclusive education allows students to follow the same path as peers in their community, which benefits all parties. This qualitative pilot study featured interviews with stakeholders to better understand how schools can partner with regional entities to increase opportunities for inclusive education. Analysis of data lead to the emergence of three themes. First, the partnership led to an increase in collaboration, both between the school and outside agencies as well as within the school itself. Second, as many teachers did not receive instruction on developing inclusive classrooms while completing their teacher education programs, the coaching and mentoring delivered through the partnership was critical. Third, in order to ensure that the content of the training was meaningful and relevant, the delivery of services on-site in the school was identified by interviewees as essential. In addition to presentation of these findings, this paper includes a discussion of these findings, including implications for practice and future research.

Examining the Possibilities

2020 ◽  
pp. 18-33
Author(s):  
Beverly B. Ray
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Theoretical Foundation ◽  
Lessons Learned ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Assessment Strategy

This chapter examines the efficacy of Gameful Learning, an emerging pedagogy, as a learning and assessment strategy. The theoretical foundation supporting its use is reviewed along with an emerging research base supportive of its use. The chapter also explores lessons learned from the initial integration of Gameful Learning into one junior level teacher preparation course. Recommendations for those interested in implementing Gameful Learning are offered. The chapter concludes by offering a set of concrete recommendations for future research regarding Gameful Learning's efficacy for teacher education programs.

scholarly journals Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles

2021 ◽  
Vol 3 (1) ◽  
pp. 163-175
Author(s):  
Marcela Pozas ◽  
Verena Letzel
Keyword(s):  
Teacher Education ◽  
Teacher Quality ◽  
Subject Matter ◽  
Important Determinant ◽  
Initial Teacher Education ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Interest ◽  
Interest Levels

Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

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