scholarly journals Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

2017 ◽  
Vol 10 (8) ◽  
pp. 52 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth
Keyword(s):  
Student Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Research Question ◽  
Teaching Approaches ◽  
Main Research ◽  
Active Teaching ◽  
Research Population ◽  
Teaching Unit ◽  
K 12

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers’ self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners’ social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

scholarly journals Mathematics Undergraduate Student Teachers’ Conceptions of Guided Inductive and Deductive Teaching Approaches

2017 ◽  
Vol 6 (2) ◽  
pp. 75
Author(s):  
Zakaria Ndemo ◽  
Fred Zindi ◽  
David Mtetwa
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Survey Design ◽  
Research Question ◽  
Teaching Approaches ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Education Degree ◽  
Guided Inductive

This contribution aimed at developing an understanding of student teachers’ conceptions of guided discoveryteaching approaches. A cross-sectional survey design involving eleven secondary mathematics teachers who hadenrolled for an in-service mathematics education degree was used to address the research question: What areundergraduate student teachers’ conceptions of deductive and inductive teaching approaches? Task-based interviewswere used in conjunction with oral interviews as settings for unravelling students’ conceptions of the two teachingapproaches. Drawing in part from Ausbel’s learning theory and Tall’s notion of a met-before, the study also aimed atassessing the students’ level of grasp of fundamental limitation of empirical explorations despite many benefitsassociated with them such as helping in identifying patterns, use in formulation and communicating of conjecture,and providing insights on what needs to be solved. Verbatim transcriptions from follow up interviews and textualdata from task based interviews were subjected to directed content analysis to infer meaning about students’conceptions of guided teaching approaches. Qualitative data analysis using in part Robert Moore’s notion of conceptusage uncovered conceptual limitations that include inconsistencies in student teachers’ definitions of the teachingapproaches, use of specific examples instead of arbitrary mathematical objects in illustrating analytic teaching.Limitations identified should be given attention by mathematics educators in order to increase understanding of theapproaches among teachers. Research studies into factors contributing to limitations identified can go a long way inimproving the teaching and learning of school mathematics.

scholarly journals Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

2020 ◽  
Vol 15 (01) ◽  
pp. 163
Author(s):  
Kung-Teck Wong ◽  
Mazura @ Mastura Binti Muhammad ◽  
Norazilawati Binti Abdullah
Keyword(s):  
Technology Acceptance ◽  
Student Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Intention To Use ◽  
Proposed Model ◽  
Effective Use ◽  
Published Research

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

scholarly journals Kontribusi UIN Sunan Kalijaga Yogyakarta dalam Studi Disabilitas di Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 71
Author(s):  
Liana Aisyah ◽  
Arif Maftuhin
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Teaching And Learning ◽  
Research Question ◽  
Group Discussion ◽  
Education Institution ◽  
Structured Interviews ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Research

Sunan Kalijaga State Islamic University (UIN Sunan Kalijaga) Yogyakarta declared its commitment to become an inclusive university in 2007 with the establishment of its Centre for Disability Studies and Services (now Centre for Disability Services). As a higher education institution, this commitment should be reflected on its organizational structure as well as its three main missions, i.e. teaching and learning, research and publication, and community service and engagement. This study was aimed at examining and mapping UIN Sunan Kalijaga’s contribution to research and publication in the field of disability studies and inclusive education. A mixed-method approach was employed to collect data. Item pooling was conducted through literature study and structured interviews as well as focus group discussion. This was followed by a systematic content analysis to answer the main research question: in what forms has UIN Sunan Kalijaga contributed to research and publication in this field. A further analysis was conducted to examine the extent of its contribution in terms the number and kinds of research and publications and their impact to the academic world.[Universitas Islam Negeri Sunan Kalijaga Yogyakarta menyatakan komitmennya untuk menjadi universitas inklusif pada tahun 2007 dengan pendirian Pusat Studi dan Layanan Disabilitas (sekarang Pusat Layanan Disabilitas). Sebagai lembaga pendidikan tinggi, komitmen ini harus tercermin pada struktur organisasinya serta tiga misi utamanya, yaitu pengajaran dan pembelajaran, penelitian dan publikasi, serta layanan dan keterlibatan masyarakat. Penelitian ini bertujuan untuk menguji dan memetakan kontribusi UIN Sunan Kalijaga untuk penelitian dan publikasi di bidang studi disabilitas dan pendidikan inklusif. Pendekatan metode campuran digunakan dalam penelitian ini untuk mengumpulkan data. Pengumpulan dilakukan melalui studi literatur dan wawancara terstruktur serta diskusi kelompok yang terfokus. Penelitian diikuti oleh analisis konten sistematis untuk menjawab pertanyaan penelitian utama: dalam bentuk apa UIN Sunan Kalijaga berkontribusi untuk penelitian dan publikasi dalam bidang ini. Analisis lebih lanjut dilakukan untuk memeriksa sejauh mana kontribusinya dalam hal jumlah dan jenis penelitian dan publikasi serta dampaknya terhadap dunia akademik.]

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 Teaching Generation Y

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Elza Venter
Keyword(s):  
Learning Strategies ◽  
Generation Y ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Question ◽  
Tertiary Level ◽  
Digital Information ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Strategies

Generation Y learners are those young people born more or less between 1977 and 2000. Different authors call this generation by different names. The author of this article prefers the term ‘Generation Y’. Learners from Generation Y were born into the age of digital information where information, education and entertainment were just a click away. Members of Generation Y use various electronic devices simultaneously for learning and entertainment purposes. Learners from this generation are often unmotivated and disengaged from their own learning experience because they are entertaining themselves simultaneously on a multitude of digital devices, whilst the educator is trying to get their attention. Generation Y prefers multitasking to focussing on one task or person at a time and are often more interested in what is happening on the screen before them than getting involved in their own learning. This generation works well in groups. They embrace recognition and crave instant gratification and feedback on work well done. Educators have to think of teaching and learning strategies to engage them in their own learning by inter alia making use of digital and electronic technology. Schools and tertiary institutions are often stuck in the previous century whilst learners keep up with technological changes. Educators at secondary and tertiary level need to re-think their teaching and learning strategies to make learning relevant and interesting for learners. In this research, the emphasis is on learners and students as well as educators at secondary and tertiary level. The research was done by applying a literature review. In line with the preceding discussion, the main research question of this literature study is ‘How can educators get Generation Y learners more engaged in their own learning in the classroom or lecture room?’ The two sub questions are: (1) ‘What are some of the characteristics of Generation Y that influence learning?’ and (2) ‘What teaching strategies can be used to get Generation Y learners more engaged in their own learning?’ The author of this article will endeavour to give guidelines to educators in this regard by means of the literature study.

scholarly journals Co-Teaching in the “Academia Class”: Evaluation of Advantages and Frequency of Practices

2019 ◽  
Vol 12 (5) ◽  
pp. 86
Author(s):  
Edni Neifeald ◽  
Yonit Nissim
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Teaching Practices ◽  
Research Process ◽  
Kindergarten Teachers ◽  
Kindergarten Children ◽  
Main Research ◽  
Childhood Education ◽  
Research Population ◽  
Research Questions

This article constitutes the continuation of a research process that investigated models and methods for co-teaching in the “Academia Class” program in the Ohalo Academic College (Nissim & Naifeld, 2018). The article focuses on the contribution of this program to all those who participated in it, identifying co-teaching practices and the connections between the sense of contribution and identification of those practices. The research relied on the collection and analysis of quantitative data. The research population included 125 respondents, 51 (40.8%) schoolteachers, 36 (28.8%) student-teachers studying general education, 18 (14.4%) kindergarten teachers and 20 (16.0%) student-teachers studying early childhood education. Three main research questions guided the investigation: 1) To what extent does each group of participants in the program estimate that co-teaching methods are advantageous for the teachers/kindergarten teachers, student teachers and pupils? 2) Which prevalent co-teaching practices are used in the Academia Class program? 3) Is there a correlation between the respondents’ attitudes concerning the advantages of co-teaching and the practices prevalent in the Academia Class program? The responses to these questions indicate the extent of success or lack of success of co-Teaching. The main finding indicates that the trainer teachers and the student teachers agreed that there were many advantages to co-teaching and that it contributed to school pupils and the kindergarten children. Thus, it seems that the Academia Class program has an influence beyond mere training processes, on the learning processes in the classes and school pupils. With regard to the advantages of the co-teaching for the school teachers and kindergarten teachers.

scholarly journals Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study

2017 ◽  
Author(s):  
Pauline Anne Logue
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Technical Education ◽  
Initial Teacher Education ◽  
Student Perspective ◽  
Active Teaching ◽  
Institute Of Technology ◽  
Creativity And Innovation

The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42).  The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online  forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of  both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.

Gauteng Paperless Classrooms: Fantasy, Fiction, or Reality?

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Rehana Minty ◽  
Ian Moll
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Research Question ◽  
Communication Technologies ◽  
Main Research ◽  
Face To Face ◽  
Fantasy Fiction ◽  
Postgraduate Studies ◽  
Information And Communication ◽  
Ict Training

The South African government has invested substantial funds into providing information and communication technologies (ICTs) to schools and ICT training for teachers. However, these projects have not been as successful as anticipated. Internet connectivity and a lack of ICT skills among teachers continue to plague ICT integration at schools. Despite the challenges, the Gauteng Department of Education (GDE) established “paperless schools” at selected sites. This article emanates from the postgraduate studies of the first author, entitled “The Viability of Teaching and Learning Mathematics Using Information and Communication Technologies in a Paperless Environment”. The main research question was: “How are teachers teaching Mathematics in a paperless environment?” A qualitative research method and a multiple case study design were employed. Semi-structured, in-depth face-to-face interviews were conducted with sixteen Mathematics teachers, one deputy principal, two ICT committee members, and a member of the Harry Gwala Support Centre. Classroom observations were also conducted. The data were analysed using thematic analysis. The findings indicate that Mathematics is being taught in a blended environment in all four cases, contrary to what the Gauteng MEC expected. Teachers articulated their preference for a blended teaching and learning environment and their belief that Mathematics cannot be taught solely with ICTs. It is recommended that the GDE change their expectations of requiring teachers to teach in a paperless context. Instead, it should be the teacher’s choice when to integrate technology to enhance teaching and learning.

scholarly journals The Development of a Scale to Measure Teacher’s Self-Efficacy and Confidence in Teaching Compulsory K-12 Theology Courses

2018 ◽  
Vol 7 (4) ◽  
pp. 92
Author(s):  
Sezai Kocabas ◽  
Burhan Ozfidan ◽  
Lynn M. Burlbaw
Keyword(s):  
Religious Education ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Sense Of Self ◽  
Educational Process ◽  
Religious Groups ◽  
Teacher Self Efficacy ◽  
The Right ◽  
K 12

One of the most important goals of education is to ensure the quality of teaching and learning. Sense of teacher’s self-efficacy affects the quality throughout the contribution to all stakeholders in educational process. The right of religious education is one of the essential rights in the world. Moreover, it has positive effect on the society by helping to improve social relationship. Therefore, teacher self-efficacy belief based on religious groups is critical for stakeholders in religious education as well as other fields. The purpose of this study is to construct an instrument to measure teachers’ sense of self-efficacy related to teaching compulsory K-12 theology courses. The result of the study indicates that the teacher self-efficacy scale towards religious groups is valid and reliable instrument. The instrument is going to be useful to look to peaceful future with confidence.

scholarly journals Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Leslie F. Meiring
Keyword(s):  
Student Teachers ◽  
Science Teaching ◽  
South African ◽  
Teacher Identity ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Science Content ◽  
Single Method ◽  
Module Development

Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called ‘science’, but ‘hidden’ away in the subject ‘life skills’, one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science content knowledge and lack understanding of the processes of science, both of which might contribute to low levels of science teaching self-efficacy.Aim: This article explores an evolutionary module development process designed to promote science teaching self-efficacy.Setting: Pre-service foundation phase student teachers taking a single method module in science.Methods: The study is anchored within the Scholarship of Teaching and Learning (SoTL). On completion of the module, student teachers complete anonymous module-evaluation questionnaires. An interpretive, qualitative approach is used to support discussion of the module’s principles, content and delivery within the context of module development.Results: Data originate from two cohorts of student teachers (2011 and 2014). These data inform lecturers’ decisions on the re-development of the module for the following year. The intervening years (2012–2013) saw the module being firmly anchored on three pillars, namely teacher identity, science teaching self-efficacy and the nature of science.Conclusion: This article outlines the evolution of a pre-service foundation phase science module, from a science-content-only module (2006) through to a module whose underpinning principles and content attempt to address the hopes, fears and challenges faced by prospective foundation phase teachers.

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