scholarly journals The Virtual Avatar Lab (VAL): Tapping into Virtual Live Environments to Practice Classroom Feedback Conversations

2020 ◽  
Vol 9 (3) ◽  
pp. 149
Author(s):  
Erin F Klash ◽  
Kate D Simmons
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Rating Scales ◽  
Qualitative Case Study ◽  
Effective Feedback ◽  
K 12 ◽  
Live Environment ◽  
Virtual Avatar

Providing effective feedback is a skill preservice teachers develop through practice. According to Hattie (2012), feedback is essential in the learning process, is prevalent in effective teaching, and its purpose is to help students determine current level of performance, so adjustments can be made to enhance performance to desired level. This qualitative case study was developed to provide 16, K-12 preservice teacher candidates with an opportunity to practice providing feedback in a virtual live environment. Candidates participated in (e.g. interacted with avatar, observed interaction, and/or critiqued interaction) a 60-minute simulation to practice feedback, then completed oral reflection and a written reflective survey (questionnaire) consisting of rating scales and corresponding written response items. Qualitative data collected was coded and analyzed for themes, while quantitative data explored central tendencies, and variations for each survey indicator. Results indicate live simulated sessions in the Virtual Avatar Lab (VAL) were beneficial in developing feedback skills. Teacher candidates reported favorable perceptions with respect to preparation to facilitate feedback conversations, in most cases felt the student avatars were authentic, and felt better prepared to help their future students take ownership of their own areas of strength and room for growth.

A Profile of Wine Tourism Entrepreneurs: Study in Portugal

2019 ◽  
Vol 6 (1) ◽  
pp. 25-39
Author(s):  
Adriana Backx Noronha Viana ◽  
Luísa Cagica Carvalho ◽  
Inna Sousa Paiva
Keyword(s):  
Qualitative Data ◽  
Qualitative Case Study ◽  
Innovation Capability ◽  
Critical Perspective ◽  
Case Study Methodology ◽  
Wine Tourism ◽  
Learning Capacity ◽  
Study Methodology

Background: Wine tourism is one of the tourism components adopted as part of Portugal’s strategy due to its eminence as a wine producer. Such strategy has received great prominence in recent years and aims to promote regional development from an economic, social, cultural and environmental perspective. The aim of this study was to understand the entrepreneur profile in this sector. Methods: The study uses a qualitative, case study methodology with data analysis and triangulation. In this study, a literature review of scientific studies was carried out on the scientific knowledge in the area of study from a critical perspective and an interview was conducted where qualitative data were collected. Results and Discussion: The entrepreneurs have shown the following characteristics: initiative, innovation capability, optimism, creativity, creative energy, tenacity, selfconfidence, capability for long term involvement with the project, and learning capacity. Conclusion: The study shows that most entrepreneurs state that they have established partnerships with other companies, particularly with restaurants, catering businesses, hotel units, tourism companies and companies that organize tours. This is one of the factors of economic importance recognized by another study which enables increased prominence of the company and widens the value of wine tourism.

scholarly journals What Is the Place of the Play Between the Essential Needs of Preschool Children According to Preservice Teachers?

2019 ◽  
Vol 12 (3) ◽  
pp. 148
Author(s):  
Hatice Uysal Bayrak
Keyword(s):  
Preservice Teachers ◽  
Preschool Children ◽  
Nutrition Education ◽  
Teacher Candidates ◽  
Structured Interview ◽  
State University ◽  
Department Of State ◽  
Analysis Technique ◽  
Group A

This research aims to reveal the perceptions of the preservice teachers on the play which are among the essential needs of the preschool children. In this descriptive study, a case study which is one of the qualitative research designs was used. 79 preservice teachers attending the third grade in the Classroom Teaching Department of state university in Nigde province in Turkey. Convenience sampling method was used in the selection of the study group. A semi-structured interview form was prepared in order to reveal the perceptions of preservice teachers about the play. Content analysis technique was used for data analysis. At the end of the research, it was determined that the preschool teacher candidates expressed the essential needs of preschool children as nutrition, education and love respectively. The play was ranked as the number four among these needs.

Process vs. Product

2016 ◽  
pp. 328-336
Author(s):  
Christina Janise McIntyre ◽  
Angela M. Cartwright ◽  
Stacia C. Miller
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Student Learning ◽  
Undergraduate Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Classroom Research ◽  
Education Programs ◽  
The Common

The purpose of this case study was to determine if the common practice of Impact on Student Learning (ISL) projects, such as those found in the edTPA and TK20 systems, is adequately preparing preservice teachers to engage in the kinds of action research that are necessary for continuously improving classroom practice. In these projects, teacher candidates administer pre- and post-tests, then determine the efficacy of the lessons between by comparing the scores. While ISL projects provide exposure to assessment for planning, it leaves preservice teachers underprepared for the types of action research that are required for continuously improving classroom practice. Preservice teachers would benefit from additional experiences with research during their undergraduate education programs in order to increase their efficacy, and interest, in classroom research practices.

Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

2021 ◽  
pp. 460-481
Author(s):  
Erin Hogan Rapp ◽  
Melissa Landa
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Collective Case Study ◽  
Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

Preservice Teachers Consider Game-Based Teaching and Learning

2020 ◽  
pp. 240-255
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Case Study and Self Study as Means for Program Improvement in Teacher Education

2021 ◽  
pp. 225-241
Author(s):  
Jahnette Wilson ◽  
Samuel R. Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Preparation Program ◽  
Policy And Practice ◽  
Educator Preparation ◽  
Educator Preparation Program ◽  
K 12

Proponents of the evidence-based movement in education maintain that decisions around policy and practice should be grounded in data outcomes. However, insufficient research exists on data use in teacher education programs as much of the research on data use is concentrated on K-12 programs. The purpose of this case study was to investigate the data use practices of an educator preparation program so as to facilitate program improvement efforts. The collective qualitative data described in this study was key to informing continuous improvement areas within this educator preparation program. Therefore, this case study offers insight as to how qualitative data can support and inform program improvement efforts.

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions

2018 ◽  
Vol 42 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Barbara Fink Chorzempa ◽  
Michael D. Smith ◽  
Jane M. Sileo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Problem Solving ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Graduate Program ◽  
Evidence Based ◽  
Certification Programs ◽  
K 12

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

scholarly journals Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase

2021 ◽  
Vol 20 (1) ◽  
pp. 185-198
Author(s):  
Blanche Ntombizodwa Ndlovu ◽  
Dumsani Wilfred Mncube
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Qualitative Case Study ◽  
Teaching Strategy ◽  
Hybrid Approach ◽  
Generation Process ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Wide Range

This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.

scholarly journals Successful with STEM? A Qualitative Case Study of Pre-Service Teacher Perceptions

2017 ◽  
Author(s):  
Stacie Nowikowski
Keyword(s):  
Teacher Perceptions ◽  
Qualitative Case Study ◽  
Middle Level ◽  
Teaching Methodology ◽  
Science Data ◽  
Student Centered ◽  
Field Placements ◽  
And Mathematics ◽  
K 12

This research is a qualitative case study of pre-service teachers’ experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation.

A dramatic collage: becoming pedagogical through collaborative playbuilding

2019 ◽  
Vol 19 (4) ◽  
pp. 403-414
Author(s):  
Abigail Shabtay ◽  
Mindy R. Carter ◽  
Hala Mreiwed
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Lived Experiences ◽  
Research Process ◽  
Research Experience ◽  
Theatrical Production ◽  
Content Type ◽  
The Creation ◽  
And Performance

PurposeThe purpose of this paper is to explore a case study of a group of preservice teachers that took part in a playbuilding process as part of a drama education course at a Canadian University. The paper focusses on ten preservice teachers’ creation in original theatrical production,The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teachers “become pedagogical”?Design/methodology/approachThe paper focusses on ten preservice teachers’ creation in original theatrical production,The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teachers “become pedagogical”?FindingsThe primary understanding that emerged from this research was how playbuilding can be used as a holistic participatory research method in which participants conduct research, analyse, thematise, implement and disseminate data throughout the creative process.Research limitations/implicationsAs researchers of this playbuilding process, the authors have come to realise that when using playbuilding as a method for research and arts creation there is an overlapping of understanding and analysis of the research findings that is a continual part of the research process. Rather than simply collecting data, analysing it and drawing conclusions from the previously identified data, the whole process becomes a research experience. As seen above, participants were continually coming up with insights throughout the process that informed the creation, growth and change of their scenes so that they could create a final product.Practical implicationsDrawing on a case study of ten preservice teachers, and their original performance pieceThe Teacher Diaries, this paper set out to determine how the playbuilding process can be used to help preservice teachers develop pedagogically. Several scholars have already noted that creating collaborative theatre is a reflective, inquiry-based process (Belliveau, 2006; Cahill, 2006; Carteret al., 2011; Conrad, 2004; Goldstein, 2008), and that the creation and performance of live theatre allows participants to interact with audiences in ways that written material cannot (Norris, 2000, 2008).Social implicationsThroughout the playbuilding process, the preservice teachers engaged in storytelling, improvisation, reflection and dialogue. Working collaboratively, the preservice teachers were able to identify similarities in their experiences and develop a supportive community where they could share stories and resources (see Mreiwedet al., 2017 for more discussion of community development through drama).Originality/valueBecause of this, the members of Team Awesome were inspired to create a pamphlet (including tips and links to government and other online resources) to share with their peers following the performance. While this was simply one case study, the results of this study indicate that the playbuilding process has great potential for use in helping educators “become pedagogical” through collaboration, reflection, articulation of needs, community-building and the sharing of resources in preservice teacher education.

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