scholarly journals Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds

2021 ◽  
Vol 16 (1) ◽  
pp. 43-57
Author(s):  
Shamaine Bazemore-Bertrand
Keyword(s):  
Elementary Education ◽  
White Women ◽  
Teaching Tool ◽  
Future Teachers ◽  
Education Foundations ◽  
Pedagogical Tool ◽  
Teachers Perceptions ◽  
Entry Points ◽  
Disability Status ◽  
Perceptions Of Students

Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.  

scholarly journals Can Laughter Lead to Learning?: Humor as a Pedagogical Tool

2021 ◽  
Vol 11 (1) ◽  
pp. 175
Author(s):  
Faieza Chowdhury
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
Qualitative Analysis ◽  
Binary Logistic Regression ◽  
Academic Institution ◽  
The Other ◽  
Teaching Tool ◽  
Pedagogical Tool ◽  
Perceptions Of Students ◽  
The World

The word humor can be defined as something which is perceived to be funny, comical, or amusing. However, in the case of humor perception plays a key role. This is mainly because what is regarded as humorous by one person may not be funny to another person. Hence, humor like beauty lies in the eyes (ears) of the beholder. The potential of humor as a pedagogical tool is not a new concept in education. Teachers around the world have a mixed attitude towards the use of humor in the classroom as a pedagogical tool. Thus, in this study we sought to investigate the perceptions of students towards the use of humor as a teaching tool at higher education institutions in Bangladesh. For this purpose, we have performed both quantitative and qualitative analysis. In the quantitative part of the study, we collected data from 300 students and performed a binary logistic regression. On the other hand, for the qualitative analysis we have undertaken interviews of 30 selected students at a higher academic institution in Bangladesh. Overall, the results of this study indicate that most of the students considered humor as a positive and beneficial teaching tool in the classroom.

scholarly journals Analysis of Future Teachers’ Perceptions on the Evaluation of Learning: A Case Study of Chile

2021 ◽  
Vol 20 (2) ◽  
pp. 270-289
Author(s):  
José Hernández Sepúlveda ◽  
Rodrigo Panes Chavarría ◽  
Karla Rosalía Morales Mendoza
Keyword(s):  
Teacher Training ◽  
Practical Implementation ◽  
Evaluation Instrument ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Descriptive Research ◽  
Practical Evaluation ◽  
Perceptions Of Students ◽  
Evaluation Of Learning

Practising teachers and future Chilean teachers show weaknesses in developing learning evaluation processes efficiently. The polysemic concept of evaluation in Initial Teacher Training (FID, Spanish acronym for Initial Teacher Training) is one of the main difficulties for the students of pedagogy as well as their limited possibilities to implement practical evaluation processes. In this context, the present work analyses the perceptions of 189 students from different pedagogy careers (Chile) on the evaluation of learning. The current study is descriptive research with a quantitative approach in which a questionnaire was designed and used as research instrument to address the conceptual, functional and experiential dimensions of the evaluation. The results indicate that the perceptions of the evaluation of the students are up to date and according to specialised literature. Likewise, the results show that the training experiences are based on traditional perceptions, such as the control and value given to the evaluation instrument. However, there were statistically significant differences between the groups which were measured by the Kruskal-Wallis H test. The projection of the study leads us to suggest that for the training of future teachers, instances of reflective action in the evaluation should be considered, based on professional practices. The recognition of educational communities and their environments is necessary to give rise to an evaluative praxis that relates the perceptions of students to the practical implementation of the evaluation processes to have a favourable impact on the training of future teachers.

scholarly journals USO DA CALCULADORA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: concepções dos futuros professores

2018 ◽  
Vol 24 (esp.) ◽  
pp. 53
Author(s):  
Keli Cristina Conti ◽  
Mariana Lima Vilela ◽  
Nayara Katherine Duarte Pinto
Keyword(s):  
Elementary Education ◽  
Minas Gerais ◽  
Early Years ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
The Future ◽  
Technological Tool ◽  
The Subject ◽  
Investigación Cualitativa ◽  
Educación Primaria

 A calculadora está presente no nosso cotidiano de diversas formas, porém há certa resistência quando mencionamos o seu uso no ambiente educacional, especialmente nos Anos Iniciais do Ensino Fundamental. Diante disso, propusemos uma oficina com estudos e práticas, com os discentes do curso de Pedagogia da Universidade Federal de Minas Gerais, ou seja, futuros professores que ensinarão Matemática nos Anos Iniciais do Ensino Fundamental, ressaltando a importância da utilização correta da calculadora nesta etapa de ensino. O objetivo desta pesquisa qualitativa foi investigar e analisar as concepções prévias e posteriores às atividades dos futuros professores sobre o uso da calculadora nos Anos Iniciais. A mesma integra um projeto de pesquisa em desenvolvimento intitulado “Contribuições do Laboratório de Ensino de Matemática para a formação inicial do professor que ensina Matemática”. Para essa vertente da pesquisa apoiamos em Selva e Borba (2010), Lopes e Rodrigues (2009) e nos Parâmetros Curriculares Nacionais (PCN/BRASIL, 1997), entre outros documentos e autores. Apresentaremos neste trabalho o que pensavam os futuros professores sobre o uso da calculadora, as atividades propostas com essa ferramenta tecnológica, as reflexões e ressignificações dos mesmos sobre a temática. Após a análise dos dados coletados, constatamos que a maioria dos futuros professores passou a apoiar o uso da calculadora neste nível de ensino.PALAVRAS-CHAVE: Matemática. Anos Iniciais do Ensino Fundamental. Calculadoras. Formação Inicial de Professores.USE OF THE CALCULATOR IN THE EARLY YEARS OF ELEMENTARY EDUCATION: concepts of future teachers ABSTRACT: The calculator is present in our daily life in several ways, but there is some resistance when we mention its use in the educational environment, especially in the Early Years of Elementary Education. Therefore, we proposed a workshop with studies and practices with the students of the Pedagogy course of the Federal University of Minas Gerais, the future teachers who will teach Mathematics in the Early Years of Elementary Education, emphasizing the importance of using the calculator correctly at this stage of education. The objective of this qualitative research was to investigate and analyze the pre and post conceptions of the activities of the future teachers about the use of the calculator in the Early Years. It integrates a research project under development entitled "Contributions of the Mathematics Teaching Laboratory for the initial formation of the teacher who teaches Mathematics". In this aspect of the research, we support Selva and Borba (2010), Lopes and Rodrigues (2009) and National Curricular Parameters (PCN / BRASIL, 1997), among other documents and authors. We are presenting in this work what the future teachers thought about the use of the calculator, the activities proposed with this technological tool, the reflections and re-significances of the them about the subject. After analyzing the data collected, we found that most of the future teachers started to support the use of the calculator at this level of education.KEYWORDS: Mathematics. Early Years of Elementary Education. Calculators. Initial Teacher Training. USO DE LA CALCULADORA EN LOS AÑOS INICIALES DE LA ENSEÑANZA PRIMARIA: concepciones de los futuros profesoresRESUMEN: La calculadora está presente en nuestro cotidiano de diversas formas, pero hay cierta resistencia cuando mencionamos su uso en el ambiente educativo, especialmente en los Años Iniciales de la Enseñanza Primaria. Por lo tanto, hemos propuesto un taller para el estudio y la práctica, con los estudiantes de la Facultad de Educación de la Universidad Federal de Minas Gerais, los futuros profesores que enseñarán matemáticas en los primeros años de la educación primaria, resaltando la importancia del uso correcto de la calculadora en este paso de enseñanza. El objetivo de esta investigación cualitativa fue investigar y analizar las concepciones previas y posteriores a las actividades de los futuros profesores sobre el uso de la calculadora en los Años Iniciales. Esta integra un proyecto de investigación en desarrollo titulado "Contribuciones del Laboratorio de Enseñanza de Matemáticas para la formación inicial del profesor que enseña Matemáticas". Para esta vertiente de la investigación apoyamos en Selva y Borba (2010), Lopes y Rodrigues (2009) y en los Parámetros Curriculares Nacionales (PCN / BRASIL, 1997), entre otros documentos y autores. Presentaremos en este trabajo lo que pensaban los futuros profesores sobre el uso de la calculadora, las actividades propuestas con esa herramienta tecnológica, las reflexiones y resignificaciones de los mismos sobre la temática. Después del análisis de los datos colectados, constatamos que la mayoría de los futuros profesores pasó a apoyar el uso de la calculadora en ese nivel de enseñanza.PALABRAS CLAVE: Matemáticas. Años Iniciales de la Escuela Primaria. Calculadoras. Formación Inicial de Profesores. 

Constancy of Teachers' Perceptions of Students—A Multidimensional Scaling Study

1972 ◽  
Vol 35 (2) ◽  
pp. 515-518 ◽  
Author(s):  
Andrew K. Clark ◽  
Thomas O. Maguire ◽  
Gene V. Glass
Keyword(s):  
Data Collection ◽  
Multidimensional Scaling ◽  
Classroom Behavior ◽  
Close Correspondence ◽  
Teachers Perceptions ◽  
Parental Relationship ◽  
Academic Aptitude ◽  
Data Collection And Analysis ◽  
Perceptions Of Students ◽  
Similarity Judgments

Teachers made similarity judgments of student descriptions which varied on the dimensions of classroom behavior, academic aptitude, and parental relationship. The multidimensional configuration derived from a computer analysis of the similarities bore a close correspondence to the configuration obtained in a previous study which employed different methods of data collection and analysis.

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

2018 ◽  
Vol 42 (2) ◽  
pp. 175-188
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl L. Poch
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Training And Development ◽  
Teachers Perceptions ◽  
Mathematics Problems ◽  
Perceptions Of Students ◽  
Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

scholarly journals Experimentar con TIC en la formación inicial de profesores

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 255-274
Author(s):  
Natália Lopes ◽  
Anabela Gomes
Keyword(s):  
Elementary Education ◽  
Learning Environments ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Processes ◽  
Future Teachers ◽  
Information And Communication ◽  
Ict Tools ◽  
Teaching Learning

En una sociedad en la que las tecnologías poseen cada vez mayor relevancia, son varios los argumentos que justifican su integración en la escuela. Efectivamente, el uso de las Tecnologías de la Información y Comunicación surge como una gran y valiosa posibilidad de cambio, ofreciendo al proceso de enseñanza-aprendizaje un nuevo soporte. Parece evidente que su uso constituye un hecho inevitable al que ningún docente debería permanecer indiferente. Esta es la finalidad del artículo, al preocuparse por la importancia de utilizar las TIC en el contexto de prácticum. Para ello, se presenta un relato de diez seminarios de practicum realizados en la Universidad de Trás-os-Montes e Alto Douro (Portugal), con futuros/as profesores/as de diferentes áreas de enseñanza básica y su potencial formativo. En este contexto, se recurre al uso de diferentes tecnologías para presentar herramientas susceptibles de ser usadas en las aulas,mostrar su utilidad en la futura práctica pedagógica y dejar indicadores para que los futuros docentes pudiesen elaborar materiales pedagógicos digitales capaces de responder a sus intenciones didácticas y, también, a los ambientes de aprendizaje que crean conforme a sus características y estilos de aprendizaje. Se concluye con una reflexión sobre la pertinencia de estos seminarios y la utilidad de las TIC en el contexto del prácticum. In a society in which technologies have increasing relevance, there are several arguments for their inclusion in school. Indeed, the use of Information and Communication Technology emerges as a great and valuable possibility of change, a new support of teaching-learning processes. It seems clear that its use constitutes an unavoidable fact to which no teacher should remain indifferent. This is the purpose of this article which focuses on the importance of ICT in the context of practicum placements. To this extent, we describe 10 seminars about practicum placements in the Trás-os-Montes y Alto Douro University (Portugal), with future teachers of elementary education. During these seminars some ICT tools were presented so that students could check how they could use those tools in their lessons, show their usefulness in their future teaching and leave advice on how future teachers might elaborate digital pedagogical materials which respond to their educational intentions and to different learning environments according to learning characteristics and styles. It concludes by highlighting the relevance of these seminars and the usefulness of ICT in the context of practicum placements.

scholarly journals Teachers’ Perceptions of Student Misconceptions in Introductory Programming

2019 ◽  
Vol 58 (2) ◽  
pp. 364-397 ◽  
Author(s):  
Yizhou Qian ◽  
Susanne Hambrusch ◽  
Aman Yadav ◽  
Sarah Gretter ◽  
Yue Li
Keyword(s):  
Low Frequency ◽  
Future Research ◽  
Introductory Programming ◽  
Teachers Perceptions ◽  
Teaching Context ◽  
Student Misconceptions ◽  
Perceptions Of Students ◽  
Perceived Importance ◽  
Teacher Needs ◽  
Student Misconception

A quality computer science (CS) teacher needs to understand students’ common misconceptions in learning CS. This study explored one aspect of CS teachers’ understanding of student misconceptions: their perceptions of student misconceptions related to introductory programming. Perceptions in this study included three parts: teachers’ perceived frequency of a student misconception, teachers’ perceived importance of a misconception in learning, and teachers’ confidence in addressing a misconception. Teachers in our study taught a Python-based CS course for high schools students. A survey was designed and administered to assess teachers’ perceptions of students’ misconceptions. Our results indicated that teachers’ confidence of addressing misconceptions and the teaching context may affect their perceptions of student misconceptions. We also found that some latent misconceptions are likely to lead to a perception of low frequency as they can be more difficult to detect. Moreover, our study found that teachers’ degrees and additional computing training showed positive relationships with their confidence of addressing student misconceptions and that additional computing training also showed a positive relationship with teachers’ perceived importance of student misconceptions. Implications of the findings for future research and practice of CS education are discussed.

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