scholarly journals Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

2019 ◽  
Vol 11 (4) ◽  
pp. 150
Author(s):  
Asma Mansour Almusharraf
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Research ◽  
Teaching Practice ◽  
Research Question ◽  
Lesson Planning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
And Performance ◽  
Reflection Component

This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.

scholarly journals Development of Executive Functions and Support Systems for Student Teachers in Thailand

2021 ◽  
Vol 11 (4) ◽  
pp. 116
Author(s):  
Nongluck Manowaluilou
Keyword(s):  
Executive Functions ◽  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Positive Association ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Self Assessment ◽  
Preparation Programs

This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.

Utilization of Reflective Strategies by Mentors in the Student Teacher Mentoring Program (STMP) in a Selected Province in Zimbabwe

2018 ◽  
pp. 197-211
Author(s):  
Edson Zikhali ◽  
Joyce Tsungai Zikhali
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Lesson Planning ◽  
Mentoring Program ◽  
Teachers Colleges ◽  
Lesson Delivery ◽  
Lesson Evaluation ◽  
Reflective Strategies ◽  
Key Aspects ◽  
Teacher Mentoring Program

In Zimbabwe, teacher training is a joint endeavor between teachers' colleges and host schools, with the latter relying on mentors in training student teachers during teaching practice (TP). This chapter explores how mentors' reflective strategies enhance students' training. It explores how mentors adopt reflective strategies to guide student teachers. Five mentors were interviewed individually while 20 were interviewed in two focus groups. Their views concentrated on key aspects of teaching, namely scheming, lesson planning, delivery, and evaluation. Findings revealed that student teachers lacked clear aims, had poor lesson introductions, superficial lesson evaluation, and unsatisfactory lesson delivery. The study highlighted that mentors reflected on these aspects and assisted the student teachers to do the same. The study recommends that teachers' colleges should prepare student teachers adequately in scheming, planning, and lesson delivery before TP. More time should be devoted to professional studies by teachers' colleges before student teachers are deployed on TP.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

Classroom Management, Lesson Planning, and Technology Integration . . . Oh My!

2021 ◽  
pp. 583-603
Author(s):  
C. Lorraine Webb ◽  
Amy M. Barrios ◽  
Karen L. Kohler
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Lesson Planning ◽  
Virtual Learning Environment ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Preparation Programs ◽  
Educator Preparation ◽  
K 12

This chapter aims to share the results of a study of faculty in teacher preparation programs across the state of Texas to identify ways educator preparation has shifted its instruction as a result of COVID-19. Both quantitative and qualitative data results are shared, along with implications. The research provides some clarity regarding how future educator preparation programs and K-12 classroom teachers can adjust instructional practices as the shift to a virtual learning environment continues. The authors offer suggestions for best practices in virtual instruction for lesson planning, classroom management, and technology integration for K-12 teachers, as well as recommendations for teacher preparation programs to prepare pre-service teachers for successful implementation in those three areas while teaching in a virtual environment.

scholarly journals Citizenship Education: The Perceptions of Social Studies Omani Student Teachers

2013 ◽  
Vol 7 (4) ◽  
pp. 446
Author(s):  
Saif N. AlMaamari ◽  
Ian Menter
Keyword(s):  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Preparation Programs ◽  
The Social ◽  
Wide Range ◽  
Analytic Induction

The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs. 

scholarly journals Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

2021 ◽  
Vol 11 (1) ◽  
pp. 140
Author(s):  
Thuthukile Jita ◽  
Paul Nwati Munje
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
South African ◽  
Teaching Practice ◽  
Personal Characteristics ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Experimental Learning ◽  
Teachers Experiences

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

scholarly journals Centering Voices: Weaving Indigenous Perspectives in Teacher Education

2021 ◽  
Vol 21 (3) ◽  
pp. 115-141
Author(s):  
Laryssa Gorecki ◽  
Carol Doyle-Jones
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Research Question ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Bachelor Of Education ◽  
Indigenous Perspectives

The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada’s Calls to Action (2015),  efforts are being made across Ontario to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways ofknowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.  

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.

Curriculum and Instruction Design

2011 ◽  
pp. 251-279 ◽  
Author(s):  
Stephan Petrina
Keyword(s):  
Student Teaching ◽  
Curriculum And Instruction ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Technology Studies ◽  
School Year ◽  
Technology Educators ◽  
And Performance ◽  
Professional Vitality

Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education? Should curriculum design be privatized and limited to commercial vendors? Should teachers design their own curriculum? Who should design the instructional materials? Should all materials be professionally designed by a vendor? As we noted in the previous chapter, technology teachers have had a century of freedom in designing and customizing their curriculum and instruction to suit themselves, their community, or the students. This had its advantages in diversity. The disadvantages, as we noted, related to the inconsistencies from school to school, even in the same district. When the teacher departed from a school, he or she typically departed with the curriculum and instructional materials. New teachers often began their first school year with little more than what they carried with them from their teacher preparation programs and student teaching experiences. One major problem was that when it came time for governments to identify priorities in the schools, technology studies was overlooked because of its incoherent curriculum. As indicated in Chapter VIII, the international trend is quickly shifting toward standards and unified curriculum in design and technology—the trend is toward a consistent scope and sequence of content for the study of technology. Common curriculum and goals along with content and performance standards are the trends. From a perspective of professional vitality and political finesse, these trends are healthy. These trends offer the potential for long-term sustainability of technology studies in the schools. Nevertheless, given that all curricula are fallible and have shortcomings, teachers will always have a need for dispositions toward, or skills and knowledge in, curriculum and instructional design.

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