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.

scholarly journals Preservice Teachers’ Views Regarding Out-of-Class Teaching Processes: A Case Study

2021 ◽  
Vol 14 (5) ◽  
pp. 74
Author(s):  
Ahmet GÖKMEN
Keyword(s):  
Preservice Teachers ◽  
Learning Environments ◽  
Structured Interview ◽  
Study Data ◽  
Research Approach ◽  
Psychomotor Skills ◽  
State University ◽  
Depth Analysis ◽  
The Relationship

Out-of-class learning environments are important learning environments because they improve students’ mental and physical health as well as providing them with cognitive, affective, and psychomotor skills. However, it is necessary to make a plan, implement and evaluate the teaching processes appropriately to efficient benefit from out-of-class teaching environments. The present study aimed to determine preservice teachers’ views regarding out-of-class teaching processes. The study utilized the case study design, a qualitative research approach, to make an in-depth analysis of preservice teachers’ views. 58 preservice teachers from the educational faculty of a state university in Turkey were the participants of the study. Data were collected using a semi-structured interview form developed by the researcher of the present study. For the analysis of data obtained, content analysis was carried out using NVivo9 software, and themes and codes were determined. Findings were presented with frequencies, percentages, excerpts of preservice teachers’ views, and models that indicate the relationship between themes and codes. Findings revealed six different themes for the preservice teachers’ views: out-of-class learning places; advantages of out-of-class teaching; limitations of out-of-class teaching; planning of out-of-class teaching; implementation of out-of-class teaching; and assessment of out-of-class teaching. The study findings were discussed in line with the related literature and suggestions were made regarding the findings.

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.

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.

scholarly journals Student Opinions on Efficacy-Based Learning Approach in Science and Technology Teaching: A Phenomenological Study

Temel Eğitim ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 40-47
Author(s):  
Mustafa Yeşilyurt ◽  
Mustafa Erol
Keyword(s):  
Qualitative Research ◽  
Teacher Candidates ◽  
Phenomenological Study ◽  
Science And Technology ◽  
Structured Interview ◽  
Learning Approach ◽  
State University ◽  
Student Opinions ◽  
Academic Year ◽  
Technology Teaching

The aim of the study is to examine the thoughts of teacher candidates on Science and Technology Teaching based on effectiveness. For this purpose, data were obtained by using qualitative research methods. The research was conducted from qualitative research patterns in the phenomenology pattern. In the 2017-2018 academic year, an easily accessible sampling method was used in the research conducted at a State University in Istanbul. In this study, ten students were interviewed by using semi-structured interview forms and data were obtained within the limitations of these Interview Questions. In the semi-structured interview form, questions were applied as pilot practice with the participation of two students and the understanding of the questions was tested. The data collected was analyzed by content analysis and the students ' perceptions about activity based learning were determined. As a result of the analyses, it was determined that the learning approach with an activity-based approach affects the thoughts of teacher candidates in a positive way. Based on the findings obtained, it can be said that activity-based learning in Science and Technology Teaching increases the effectiveness of teaching.

scholarly journals The Relevance among Preservice English Teachers' Preparation Courses, Their Views about Teaching and Their Real Teaching Behaviors (A Case Study)

2018 ◽  
Vol 9 (3) ◽  
pp. 510
Author(s):  
Hosam ElDeen Ahmed El-Sawy
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
English Teachers ◽  
Structured Interview ◽  
Teaching Behaviors ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Traditional Grammar

This study aims at investigating the relevance among three factors: preservice English teachers' preparation courses, their views about teaching and their real teaching behaviors. This is a case study focusing on three preservice teachers of English in Egypt. Data was collected through three tools: an observation sheet, a semi-structured interview and a focus group. Results of the study revealed that there is a gap between what preservice English teachers learn in their preparation courses, their views about effective teaching and their real behaviors in class. The reasons which the participants gave for not applying what they have learned theoretically include: insufficient preservice training, students' low level, insufficient class time, students' resistance of changing the way they are used to learn, insufficiency of equipment in schools, students' preference of using the native language in learning, and in one case the teacher herself preferred the traditional grammar translation method. The study recommends early coordination between teacher preparation institutions and schools. The study recommends the incorporation of senior teachers in teacher preparation programs to try to breach the theory-practice gap. The study also recommends that teacher educators should analyze the given causes of the theory-practice gap and develop the English teachers' preparation courses in accordance.

scholarly journals Plugged or Unplugged Teaching: A Case Study of Students’ Preferences in the Teaching of Programming

2020 ◽  
Vol 4 (1) ◽  
pp. 3-32
Author(s):  
Ali Kürsat ERÜMIT ◽  
Güven SAHIN
Keyword(s):  
Student Satisfaction ◽  
Structured Interview ◽  
Activity Type ◽  
Case Study Method ◽  
Structured Interviews ◽  
Analysis Technique ◽  
Study Results ◽  
Conditional Structures ◽  
Activity Types

This study is an investigation of the effects of plugged and unplugged activities in a programming course using the Programming in Seven Steps (PSS) model on pupils' satisfaction and activity type preferences. A case study method was used in the classroom was the case. Data included students' diary, their responses on semi-structured interview forms, and semi-structured interviews with a selected sub-set of students. The collected data were analyzed by content analysis technique. It has been found that there are different factors that positively affect student satisfaction for "Conditional Structures", "Variables" and "Loops" courses that are processed according to YAP model. In addition, students' preferences and reasons for activity type differ. Study results show that training students with their preferred activity types increases their satisfaction and enable them to overcome associated difficulties more easily. It is concluded that because the PSS model is effective with students with different learning environment preferences, it can be used as a model to increase learner satisfaction with programming instruction.

Utilizing Feminist Pedagogy to Foster Preservice Teachers' Critical Consciousness

2020 ◽  
pp. 76-100
Author(s):  
Manya C. Whitaker
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Critical Consciousness ◽  
Feminist Pedagogy ◽  
Longitudinal Case Study ◽  
Depth Of Knowledge ◽  
Educational Processes ◽  
Power Awareness ◽  
Master Of Arts

This chapter describes a longitudinal case study investigating the use of feminist pedagogy to foster preservice teachers' critical consciousness in a Master of Arts in Teaching (MAT) program. Courses in the program were revised to intentionally employ the feminist pedagogical elements of personal experience, power awareness, community-building, identity awareness, and intentional reflection. Coursework, focus groups, and interviews from three cohorts of teacher candidates were analyzed for dimensions of critical consciousness according to Freirean principles. Across cohorts, students demonstrated a deep awareness of racialized systems of power that affect educational processes. Most students were able to decode educational rhetoric and challenge the assumptions and biases embedded within. While all students expressed a deep commitment to inclusive teaching and could articulate multicultural teaching methods, most admitted to not yet having the depth of knowledge necessary and/or the emotional fortitude to combat systems of inequity beyond their classrooms.

Integrating Video Games and Scholastic Esports Into Preservice Teacher Experiences

2021 ◽  
pp. 50-68
Author(s):  
Miles Harvey ◽  
Jose Lopez ◽  
Marisa Wickham ◽  
Adrianna G. Deuel ◽  
Cameron Savage
Keyword(s):  
Preservice Teachers ◽  
Video Games ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Teacher Experiences ◽  
School Students ◽  
School Year ◽  
Multiple Case

This four-year study explored a multiple case study about how four preservice teachers spent an entire school year with students, developed their teacher identity, designed lessons, played games, and coached scholastic esports. What started out as a culturally responsive gesture to include video games and competitive esports into the classroom turned out to be what both the middle school students and the teacher candidates needed to push their learning experiences forward in meaningful ways. Teacher candidates gained valuable experiences from the integration of video games and scholastic esports through a wide variety of teaching strategies. Teaching candidates answered five questions about their experiences using video games and esports in the classroom. Five major themes were identified through the reflexive thematic analysis: developing relationships, understanding games and scholastic esports, teaching in new ways, perspectives and attitudes about games and scholastic esports, and the integration of games and scholastic esports.

Determining Preservice Teachers’ Goal Orientations for Learning through Card Sorting Activity

2016 ◽  
Vol 8 (1) ◽  
pp. 40 ◽  
Author(s):  
Kadriye Bayram ◽  
Hülya Yıldızlı ◽  
Ahmet Saban
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Goal Orientations ◽  
Card Sorting ◽  
Structured Interviews ◽  
Study Approach ◽  
Analysis Technique ◽  
Qualitative Research Methodology

This study aims to investigate what preservice teachers’ goal orientations are in the learning environment through the card-sorting activity. Moreover, this study aims to examine preservice teachers’ goal orientations in terms of certain variables such as gender, class level and department type. Participants consisted of preservice teachers attending different departments at Nevşehir Hacı Bektaş Veli University in Turkey. In this research, the card-sorting activity and a semi-structured interview form were used as data collection tools. As suggested by Friedrichsen and Dana (2003; 2005) in the literature, to identify preservice teachers’ goal orientations for learning, a card-sorting activity consisting of scenarios was prepared and used by the researchers. In the card-sorting activity, goal orientation scenarios were formed according to Elliot and McGroger’s (2001) 2x2 goal orientations structures. Scenarios and the semi-structured interview form which were used in this research were formed upon consulting specialists. This study was designed in the case study approach of the qualitative research methodology. Finally, the data collected were analyzed by the descriptive analysis technique. The results indicated that preservice teachers associated themselves with the learning approach goal orientation the most and the performance avoidance goal orientation the least. Recommendations for implementation were offered to practitioners. Keywords: Preservice teachers, goal orientations, card-sorting activity, semi-structured interviews

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