Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers

2022 ◽  
pp. 96-116
Author(s):  
Sibhekinkosi Anna Nkomo ◽  
Erasmos Charamba
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Education Programme ◽  
Formative Assessments ◽  
Intellectual Ability ◽  
Initial Teacher Education ◽  
Traditional Assessment ◽  
Diverse Learning ◽  
Assessment Tasks

Many classrooms in South Africa are very diverse in terms of culture, gender, language, and intellectual ability. Thus, educators need to be inclusive in the way they plan for teaching and learning. This chapter attempts to show how teacher educators at one institution of higher education in South Africa implemented inclusive formative assessments in their initial teacher education programme. Traditional assessment practices like examinations, tests, and essays, which dominate many classrooms, have proven to be unable to capture the range and nature of the diverse learning outcomes sought from courses. In this study, students were given different assessment tasks to demonstrate their knowledge of the handwriting skills and pedagogy. Findings of the study show that teacher educators managed to accommodate all the students through their use of inclusive assessments. Teacher educators observed improvement in student's self-esteem, motivation, and engagement.

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

scholarly journals The Power of Inquiry in Equity-Oriented Teacher Education

2021 ◽  
Vol 3 (3) ◽  
pp. 368-386
Author(s):  
Lexie Grudnoff ◽  
Helen Dixon ◽  
Jill Murray
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Programme ◽  
Research Process ◽  
Teacher Inquiry ◽  
Initial Teacher Education ◽  
Data Set ◽  
Persistent Problem

Abstract The international problem of differential achievement between groups of students has particular significance for New Zealand given its persistent problem of inequitable outcomes for Māori and Pasifika students, and those from poor communities. This qualitative study investigated how engagement in teacher inquiry supported student teachers’ understandings of, and practice for, equity. The 28 participants were in a one-year, equity-oriented Master’s initial teacher education programme. The data set comprised 84 research-related assignments participants completed for their teacher inquiry course. Thematic data analysis showed that the structured inquiry process supported participants to challenge inequity by problematizing student engagement and to address this by using a range of evidence to enhance their teaching. Overall, the study suggests that inquiry as research process and stance, along with the application of the Facets equity framework in authentic teaching and learning contexts, is a powerful source of student teacher equity-focused professional learning and practice.

scholarly journals A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 169-182
Author(s):  
Elma Marais
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Teacher Educator ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Digital Learning ◽  
Digital Stories ◽  
Learning Competencies

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience.   This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.

scholarly journals A Survey of Ethics Curriculum in Canadian Initial Teacher Education

2016 ◽  
Vol 50 (1) ◽  
pp. 15-37 ◽  
Author(s):  
Bruce Maxwell ◽  
Audrée-Anne Tremblay-Laprise ◽  
Marianne Filion
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Online Survey ◽  
Ethics Education ◽  
Teacher Educators ◽  
Analysis Data ◽  
Initial Teacher Education ◽  
Future Research ◽  
Ethics Course ◽  
Ethics Curriculum

This paper reports the results of a survey on ethics education in initial teacher education in Canada. Using an online survey and an academic calendar analysis, data was collected on ethics course requirements, perceptions about ethics content, institutional factors mediating the implementation of ethics courses, and teaching and learning objectives. Unexpectedly, the results showed that a required ethics course is as common in teacher education in Canada as it is in medical education and that an ethics curriculum is regarded highly by Canadian teacher educators as an aspect of teacher education. The paper concludes by suggesting directions for future research and underlining the need for network building in the area of ethics education for teachers in Canada.

scholarly journals Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic

2021 ◽  
Vol 11 (8) ◽  
pp. 401
Author(s):  
Michelle J. Eady ◽  
Corinne A. Green ◽  
Holly Capocchiano
Keyword(s):  
Teacher Educators ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Initial Teacher Education ◽  
Delivery Mode ◽  
Discussion Paper ◽  
Tertiary Institutions ◽  
Strong Focus ◽  
Assessment Tasks ◽  
Major Shift

There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.

scholarly journals Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education

2021 ◽  
Author(s):  
Patricia O'Regan
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
International Student ◽  
Teacher Educators ◽  
Student Assessment ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Competency Development ◽  
School Students ◽  
International Student Assessment

The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.

scholarly journals Enhancing Canadian Teacher Education Using a Story Framework

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Susan M. Drake
Keyword(s):  
Teacher Education ◽  
Instructional Strategy ◽  
Teacher Educators ◽  
New Literacies ◽  
Initial Teacher Education ◽  
Formation Initiale ◽  
Global Perspectives ◽  
Traditional Assessment ◽  
Story Model ◽  
Deans Of Education

The Accord on Initial Teacher Education was created by the Canadian Deans of Education in 2006 to guide teacher educators across Canada. The Story Model (Drake et al., 1992) is aligned with the principles in the Accord and has proven useful in teacher education. Here it is explored as a framework for curriculum development and as an instructional strategy for students to analyze complex educational issues. This framework uses an inside-outside/past- future approach to analyze current issues and includes personal, cultural and global perspectives. Literacy and emerging new literacies are explored within the framework, as well as traditional assessment and assessment for and as learning. The Story Model looks toward creating a dynamic pan-Canadian “new story” in teacher education. En 2006, l’Association canadienne des doyens et doyennes des facultés d’éducation a créé l’Accord sur la formation initiale à l’enseignement afin de guider les formateurs des enseignants au Canada. Le modèle du récit (Story Model – Drake et al., 1992) correspond aux principes de l’Accord et a démontré son utilité en matière de formation des enseignants. Dans cet article, les auteurs le présentent à titre de cadre de référence pour l’élaboration de programmes d’enseignement, de même qu’à titre de stratégie d’enseignement permettant aux étudiants d’analyser des enjeux pédagogiques complexes. Ce cadre utilise une méthode intérieur-extérieur/passé-présent pour analyser les enjeux actuels et considère les perspectives personnelles, culturelles et globales. Les auteurs étudient la littéracie et les nouvelles littéracies, tout comme l’évaluation traditionnelle et celle qui est au service de l’apprentissage. Le modèle du récit (Story Model) vise à créer un « nouveau récit » pancanadien dynamique en matière d’éducation des enseignants.

scholarly journals A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE

2020 ◽  
Vol 7 (2) ◽  
pp. 321-345
Author(s):  
Wan Noor Miza Wan Mohd Yunus
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Education Programme ◽  
Pedagogical Practices ◽  
Sociocultural Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Schooling Experience ◽  
Beliefs And Practice

Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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