scholarly journals Learning to teach at the boundaries between university courses and internships [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Cecilie Flo Jahreie
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Interaction Analysis ◽  
University Courses ◽  
School Research ◽  
Cultural Historical Activity ◽  
Theory Practice Gap ◽  
University Of Oslo ◽  
The University

The theory-practice gap is a recurring problem in teacher education. This article is concerned with how student teachers learn to teach at the boundaries between university courses and internships. I investigate how participants create meaning around scientific concepts, and how they respond to the institutional context they act in, thereby making it relevant. These questions are addressed by employing the Cultural-Historical Activity theory. The study took place at the Department for Teacher Education and School Research at the University of Oslo. The data are based on extensive observations in various settings at the university and schools offering internships. Interaction analysis is used to analyze participation in different settings. The analysis shows that the students encounter divergent structures and discourses in the course of their learning trajectories. What counts as knowledge differs between universities and schools, and within the university. In teacher-led situations, student teachers are positioned in relation to the teachers and mentors, with few opportunities for knowledge construction. The study also shows instances where the student teachers explore and elaborate upon knowledge in new ways, such as in group collaborations. From the perspective of the student, it seems reasonable to argue that the contradictions within and between the activity systems serve as constraints on learning. However, to create coherent programs, concepts and ideas about teaching and learning have to be shared by Departments of Teacher Education DTEs and partner schools.

scholarly journals From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

2015 ◽  
Vol 8 (3) ◽  
Author(s):  
Jaana Lepistö ◽  
Eila Lindfors
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Subject ◽  
Entrepreneurial Behaviour ◽  
The Future ◽  
Gender Based ◽  
The University ◽  
Multiple Skills

This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to investigate student teachers’ understanding of craft as a school subject in the future and their solutions to teaching craft in basic education. The data were collected from essays (N = 20) written by student teachers of craft. The essays were analyzed qualitatively using content analysis. The results showed that the student teachers of craft viewed holistic craft, reflective action readiness, entrepreneurial behaviour, multiple skills, the use of versatile materials, and craft as sources of pleasure and the main solutions for the future of craft as a subject.

Responsive Practices in Online Teacher Education

2015 ◽  
pp. 1-18
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

scholarly journals Acta Didactica Norge 2007 - 2017

2017 ◽  
Vol 11 (3) ◽  
pp. 1 ◽  
Author(s):  
Rita Elisabeth Hvistendahl ◽  
Glenn Ole Hellekjær ◽  
Jon Magne Vestøl
Keyword(s):  
Teacher Education ◽  
Open Access ◽  
Open Access Journal ◽  
Start Up ◽  
School Research ◽  
Level 1 ◽  
Wide Readership ◽  
University Of Oslo ◽  
The University ◽  
Open Journal Systems

Acta Didactica Norge ble etablert som fritt tilgjengelig tidsskrift for fagdidaktikk og lærerutdanning på nivå 1 i 2007 etter initiativ fra Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo.  Det var det første norske tidsskriftet som tok i bruk tidsskrifts- og publiseringssystemet Open Journal Systems. I denne artikkelen trekkes det opp noen linjer i tidsskriftets tiårige historie fra etableringen i 2007 gjennom tre faser: oppstart, konsolidering og ekspansjon.  Tidsskriftet er i dag et tidsskrift på publiseringstjenesten FRITT – frie tidsskrifter fra UiO. Det tar verken abonnements- eller publiseringsavgift. Tidsskriftet har hatt en kraftig vekst i antall artikler fra starten til i dag, og et høyt antall nedlastinger tyder på at det når ut til en stor leserskare. Acta Didactica Norge 2007 - 2017AbstractIn 2007 Acta Didactica Norge, an open-access, level 1 journal for subject didactics and teacher education, was established at the initiative of the Department of Teacher Education and School Research, the University of Oslo.  It was the first Norwegian journal to use the Open Journal Systems for online journals. This article provides an overview of the first ten years, through the start-up, consolidation, and expansion phases. Today Acta Didactica Norge is one of Oslo University’s FRITT journals, which does not require subscription or publication fees.  FRITT is an Open Access journal publishing service hosted by the University Library. During the last ten years the journal has had a dramatic increase in submitted and published articles and a high number of downloads give evidence of a wide readership.

scholarly journals A research base for teaching in primary school: a coherent scholarly focus on the object of learning

2014 ◽  
Vol 4 (3) ◽  
pp. 15 ◽  
Author(s):  
Ruksana Osman ◽  
Shirley Booth
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Childhood Education ◽  
The One ◽  
The University

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

Responsive Practices in Online Teacher Education

2018 ◽  
pp. 2086-2103
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

Responsive Practices in Online Teacher Education

2016 ◽  
pp. 1331-1348
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

Second-career teachers’ workplace learning and learning at university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Keck Frei ◽  
Mirjam Kocher ◽  
Christine Bieri Buschor
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Life Experience ◽  
Qualitative Content Analysis ◽  
Career Change ◽  
Special Focus ◽  
Content Type ◽  
The University

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

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