Blog Phenomenology

2018 ◽  
Vol 13 (2) ◽  
pp. 62-77 ◽  
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Distance Learning ◽  
Student Teachers ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Research Approach ◽  
Self Directed Learning ◽  
Interpretive Phenomenology ◽  
Bachelor Of Education ◽  
Student Profiles

The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance-learning environments. An Economics blog was created for students during their teaching practice period to critically reflect on their learning processes and share teaching practice experiences to enhance professional growth. A qualitative research approach, employing an interpretive phenomenology, was used to study phenomena that are experienced by student teachers. Findings showed the usefulness of blogs as a supportive e-learning tool in constructing a teaching philosophy and the identity of student teachers. Furthermore, blogs emerged as an empowering and attractive way of fostering self-directed learning and providing evidence of achievement for warranting purposes – particularly in the context of a teacher education course at an open distance-learning university. The positive lived experiences of student teachers indicated that the subject teacher mentoring and coaching effectively facilitated teaching Economics. Moreover, it emerged that blogs embracing reflective practices presented the opportunity for self-appraisal on personal values, teaching styles and strategies of learning, thus enhancing self-efficacy.

scholarly journals The Use of Digital Portfolio to Assess the Student Teachers’ Professional Skills

2021 ◽  
Vol 30 (10) ◽  
pp. 87-98
Author(s):  
N. V. Tikhonova
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Student Teaching ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Professional Skills ◽  
Teacher Student ◽  
School Teaching ◽  
Digital Portfolio

Nowadays, digital technologies are widely used at all levels of education and are effectively integrated into diverse teaching and learning activities (transmission of information, educational projects, presentations, games, training, modeling, evaluation and competence assessment, etc.). Information and communication technologies are considered in this study as a key element of assessment of teacher student professional skills and competencies during school teaching practice. A digital portfolio is regarded as a form of authentic assessment of teaching practice and a way to improve teaching performance and to contribute to pre-service teachers’ professional growth. The purpose of the research is to analyze the opportunities and potential benefits as well as the disadvantages of using digital portfolio in teacher preparation course and to propose recommendations for the full realization of this method’s potential. The author analyzes the experience of Swiss teachers in using a digital portfolio to assess the results of student teaching practice. The research focuses on the role of the digital portfolio in developing the pre-service teachers’ ability to selfassessment and self-reflection.

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

Teachers’ And Student Teachers’ Perspectives On Reflective Practices In Teaching And Learning In Public Basic Schools In The Gomoa East District Of The Central Region Of Ghana

2020 ◽  
Vol 7 (10) ◽  
pp. 397-412
Author(s):  
Ernest Osei ◽  
Dominic Kwaku Danso Mensah ◽  
Judith Bampo
Keyword(s):  
Student Teachers ◽  
Central Region ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Reflective Practices ◽  
Educational Stakeholders ◽  
Sequential Explanatory Design ◽  
Service Training ◽  
Sequential Explanatory ◽  
Sampling Procedures

The purpose of the study was to explore teachers’ and student teachers’ perspective on reflective practices in teaching and learning in public basic schools in the Gomoa East District of the Central Region of Ghana. The study adopted sequential explanatory design. The study employed the theory of John Dewey (1932) as its theoretical framework. The study employed sequential explanatory design. The population was made up of teachers and student teachers in the Gomoa East District. The study used purposive and simple random sampling procedures to select student teachers and teachers respectively. Structured questionnaires and interview guides were used to gather data from one hundred and twenty nine (129) participants. Descriptive statistics such as simple frequency counts and percentages were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. Finding from the study revealed that teachers understand the concept of reflective practices and its applications. Reflective practices enable teachers to reflect on their teaching experience. Reflective practices enable teachers to think about their knowledge in their subject area. Reflective practices help to improve teaching. Reflective practices provide direction on what could be done in future for professional growth and development. Reflective practices enable student teachers to engage in problem solving that helps to strengthen teaching ability. Findings from the study also indicate that there was inadequate in-service training for teacher and student teachers in the area of reflective practices. Strategies suggested to enhance reflective practice in teaching and learning were cordial relationship between teachers and student teachers, teachers and student teachers should encourage remedial teaching, effective collaboration in instructional activities between teachers and student teachers, teachers should provide adequate time for student teachers and supervise their performance, adequate in- service training for teacher and student teachers in the area of reflective practices and Regular support from headteachers, experience teachers and other educational stakeholders though mentorship and other teacher professional development programs.The study recommended that the Gomoa East District Education Directorate should organize intensive training in the area of reflective practices in teaching and learning for teachers and student teachers to enable them to gain adequate professional competencies to improve their teaching. Head teachers, experienced teachers and other educational stakeholders should readily offer support to ensure successful reflective practices in teaching and learning in schools. Finally, Ghanaian University Colleges of Education should offer teacher education programs or courses that teach pre-service teachers how to develop higher order thinking skills and how to critically reflect.

scholarly journals Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Joko Nurkamto ◽  
Teguh Sarosa
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
English Teachers ◽  
Reflective Teaching ◽  
Intensive Training ◽  
Teacher Professional ◽  
Field Notes

<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used as the main data collection method. From this program, it was found that the English teachers encountered plethora of challenges in developing reflective practice due to their lack of understanding of reflective teaching. However, the teachers show an improvement in implementing reflective teaching strategies after their participation in the training. Recommendations to include reflective practices in teacher professional development programs is drawn based on the findings.</p>

scholarly journals Classroom management: Applying appropriate strategies to enhance effective teaching

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Eko Purwanti ◽  
Gitta Vania
Keyword(s):  
Qualitative Research ◽  
Classroom Management ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Objectives ◽  
Research Approach ◽  
Self Confidence ◽  
Research Questions ◽  
Depth Interviews

The teaching and learning process should be conducted effectively so that students can obtain the learning objectives. In so doing, teachers should have the ability to deliver the teaching materials effectively by conducting good classroom management. In this case, as prospective teachers, pre-service teachers should manage the classroom well to maintain teaching effectively. However, handling classroom management is not easy, and therefore pre-service teachers should apply appropriate strategies in managing the classroom. This research aims to investigate the strategies that pre-service teachers use to overcome the problems in managing the classroom during their teaching practices in a private senior high school. A qualitative research approach was employed to answer the research questions, in which in-depth interviews were administered to collect the data. Besides, four pre-service teachers at an Islamic university in Yogyakarta volunteered as the participants in this study. This study’s results showed that the participants applied several strategies to respond to the problems emerging during their teaching practice. The strategies which these pre-service teachers applied to overcome the problems comprised 1) improving self-confidence, 2) preparing lessons carefully, 3) anticipating unpredictable situations, 4) responding to unpredictable questions wisely, and 5) handling with the students’ heterogeneity. Having various ways of handling classroom management, these pre-service teachers could deliver the lesson effectively. Therefore, this study is beneficial for those who are having teaching practice to keep the classroom run successfully.

scholarly journals Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Valencia Tshinompheni Mabalane
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Integrated Learning ◽  
Intervention Programme ◽  
Tertiary Institution ◽  
Main Research ◽  
Bachelor Of Education ◽  
Work Integrated Learning

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

scholarly journals "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

2021 ◽  
Vol 26 (3) ◽  
pp. 513-529
Author(s):  
Nicola Fořtová ◽  
Jitka Sedláčková ◽  
František Tůma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Online Courses ◽  
Teachers Perceptions ◽  
The Face

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

scholarly journals Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 143-173
Author(s):  
Siti Nazuar Sailin ◽  
Noor Aida Mahmor
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
School Setting ◽  
Meaningful Learning ◽  
Analytical Framework ◽  
Learning Activities ◽  
Digital Pedagogy

Purpose – This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology – This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers’ reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings –The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers’ knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance – Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.

scholarly journals CRITICALLY ANALYSIS EXAMINING THE TEACHING PRACTICE UNIT OF THE TEACHER EDUCATION PROGRAMME IN BACHELOR OF EDUCATION: A CASE STUDY OF BENAZIR BHUTTO SHAHEED UNIVERSITY LYARI, KARACHI

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Khadim Hussain Dahri, Abdul Jabbar Dahri, Mir Hassan Dahri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Random Sampling ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Simple Random Sampling ◽  
Education Programme ◽  
Science Students ◽  
Online Questionnaire ◽  
Bachelor Of Education

The study aims at to examining the teaching practice unit of the teacher training program (TPUTTP) at Benazir Bhutto Shaheed University Lyari, Karachi Sindh. It further tries to find out what is BBSUL teacher trainees’ perceptions about teaching practice? The specific objectives were describing the nature of teaching practice preparation as recognized by the BBSUL student-teachers, and to find out the difference on perception about (TP) based on the areas of specialization. The study has utilized quantitative research design with descriptive survey to investigate the teaching practice unit of teacher Education program in Bachelor of Education (B.Ed.) at Benazir Bhutto Shaheed University lyari, Karachi, Sindh. The sample size of the study was (106) student-teachers who had completed teaching practice. The study sample was derived through a stratified random sampling and Simple random sampling techniques. An online questionnaire with open ended and closed ended items was used to collect data from respondents. The results showed that both B.Ed. Arts and Science students had moderate perception about (TP) preparation at BBSUL Education department while there is low perception about (TP) among the B.Ed. Science students but moderate among B.Ed. Arts students. The study further found out no statistical differences in perception about (TP) preparation and actual (TP) experiences between (B.Ed.) Arts and (B.Ed.) Science students. Finally, the study suggests that without proper (B.Ed.) teaching practice, the classroom teaching become fruitless, unexciting, and monotonous at different academics’ level.

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