scholarly journals Increasing engagement and participation in a large, third-level class setting using co-teaching

2018 ◽  
Author(s):  
Anna Logan ◽  
Ann Marie Farrell
Keyword(s):  
Student Teachers ◽  
Large Class ◽  
Primary Schools ◽  
Online Survey ◽  
Teacher Educators ◽  
Student Participation ◽  
Teaching Approach ◽  
Learning Context ◽  
Meta Learning ◽  
Class Context

This study focused on the collaborative practice of two teacher educators who implemented a co-teaching intervention with a large class of first-year student teachers. The research arose from the teacher educators’ wish to increase the range and nature of participation of students in the large class setting and to model co-teaching for the students who would be expected to engage in such practice themselves in primary schools. The aims of the study were to explore the use of co-teaching in the large class context as a support for student participation and students’ meta-learning about co-teaching. In three separate 50-minute workshops, students were provided with samples of a child’s work and were required to work in pairs or groups of three in order to come to conclusions about his current level of performance and to develop possible learning targets arising. Data were collected using a short, online survey. The student cohort was very positive in terms of  the effectiveness of the co-teaching approach in helping them to understand the concepts and allowing more active engagement. Further, students were able to articulate their learning with regard to using the co-teaching approach. From the researchers’ perspectives co-teaching was very useful in terms of increasing student participation and replicating a learning context that might be more usual with much smaller groups.  Further, it allowed for provision of formative feedback both during and following the co-taught sessions that would not otherwise have been feasible.  Finally, it allowed the student voice to be heard within the large class context. 

scholarly journals Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jo Fletcher ◽  
Chris Astall ◽  
John Everatt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Quantitative Data ◽  
Online Survey ◽  
Critical Role ◽  
Mentor Teachers ◽  
Initial Teacher Education ◽  
Content Type ◽  
Practical Implications

PurposeThis paper is aims to mentor initial teacher education (ITE) students during their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors impacting student−teachers' experiences during practicums.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

scholarly journals Primary school teachers' use of digital resources with interactive whiteboards: The Australian context

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Damian Maher ◽  
Renata Phelps ◽  
Nikkita Urane ◽  
Mal Lee
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teacher Educators ◽  
Dominant Role ◽  
Interactive Whiteboards ◽  
School Teachers ◽  
Digital Resources ◽  
Primary School Teachers

<span>As interactive whiteboards appear in increasing numbers in primary classrooms, questions will continue to be asked about the effectiveness of these devices in supporting teaching and learning. It is not the board itself, however, which is likely to make a difference to student learning outcomes, but the resources which teachers choose to use in conjunction with their board. This study investigated what digital resources Australian primary school teachers </span><em>are</em><span> using when teaching with interactive whiteboards and the factors affecting their choice of such resources. Data were collected from 116 teachers from 13 primary schools in regional and metropolitan areas via an online survey and follow-up focus groups. While flipchart software plays an important role in delivery of lessons, a broad range of resources, particularly online, interactive and multimedia resources are utilised. National, pedagogical and curriculum relevance are critical influences on Australian teachers' resource choice and word-of-mouth plays a dominant role in influencing patterns of use. There are important implications from the study for teachers, school leaders, teacher educators and producers of digital resources.</span>

scholarly journals A research base for teaching in primary school: a coherent scholarly focus on the object of learning

2014 ◽  
Vol 4 (3) ◽  
pp. 15 ◽  
Author(s):  
Ruksana Osman ◽  
Shirley Booth
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Childhood Education ◽  
The One ◽  
The University

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

scholarly journals A NARRATIVE INQUIRY OF STUDENT TEACHERS MULTIMODAL PRACTICE EXPERIENCES IN THE INDONESIAN ESP CLASSROOM CONTEXT

2020 ◽  
Vol 4 (1) ◽  
pp. 12-20
Author(s):  
Elih Sutisna Yanto ◽  
Hikmah Pravitasari
Keyword(s):  
Narrative Inquiry ◽  
Student Teachers ◽  
Language Learners ◽  
Teacher Educators ◽  
English Education ◽  
Classroom Context ◽  
Learning Context ◽  
Policy Makers ◽  
Depth Interview

Drawing on narrative inquiry aiming to understand the experience of student teachers learning context texts through different modes of meaning.  This paper reports on the use of narrative frames as a mean of investigating the intersemiotic practice experiences of student teachers majoring in English education program in Karawang, West Java, Indonesia. Students in depth interview data revealed that multimodal practice has the potential to promote the  role of student teachers as designers and navigators in reading English disciplinary texts. In addition, multimodal reading encourages the student teachers to become autonomous language learners. Moreover, multimodality reading tasks can scaffold students in comprehending academic language and in increasing students’ academic vocabulary development as well. These findings have implications for policy makers and teacher educators.  

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.

LEARNING INCLUSIVELY IN HIGHER EDUCATION: A PROBLEM-BASED APPROACH

2016 ◽  
pp. 105-121
Author(s):  
Sunanta Klibthong ◽  
Joseph Agbenyega
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Problem Based Learning ◽  
Teacher Preparation Program ◽  
Chat Rooms ◽  
Reflective Journal ◽  
Group Activities ◽  
Inclusive Learning ◽  
Teachers Experiences ◽  
The Status

This paper gives an account of a teacher preparation program in which a problem based learning approach was used to enact inclusive learning among student teachers. Taking a postmodernist perspective, the student teachers' experiences of participation in group activities on a problem-based scenario in an Australian university was documented through chat-rooms, online postings and reflective journal writings. Knowledge about peer interaction and communities of learning relationship, reflective practice and opportunity to manage difference and question the status quo are areas that were highlighted by the students. We concluded that problem-based learning is transformative and that whatever teacher educators expect their student teachers to do in their teaching contexts when they graduate, they need to give them the opportunity to practise these in their learning during training.

scholarly journals Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Plant Transformation ◽  
Primary Schools ◽  
Process Research ◽  
Practical Work ◽  
Biochemical Process ◽  
Biology Student ◽  
The World ◽  
Primary School Pupils

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

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