scholarly journals Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

2016 ◽  
Vol 10 (2) ◽  
pp. 311-328 ◽  
Author(s):  
Fredrik Mørk Røkenes
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Research Approach ◽  
Structured Interviews ◽  
Digital Competence

Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactics

scholarly journals ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Nafiye Cigdem Aktekin ◽  
Hatice Celebi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Identity Construction ◽  
Subject Matter ◽  
Teacher Identity ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
Teacher Roles

In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Amirul Mukminin ◽  
Kemas Abdurrahman ◽  
Eddy Haryanto
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Teacher ◽  
Teaching Practicum ◽  
Beginner Teachers

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

Second language teacher education: Review of recent research on practice

2010 ◽  
Vol 43 (3) ◽  
pp. 259-296 ◽  
Author(s):  
Tony Wright
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Theory And Practice ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the ideas and practices of reflection (Schön 1983). At the same time, it has drawn increasingly on feeder fields of research and practice such as teacher cognition and professional cultures. These have augmented, and to some extent displaced, the original roots of SLTE in Applied Linguistics and Psychology, and a new knowledge base (Freeman & Johnson 1998) has been established, contributing to the formulation of theory about language teachers' learning-to-teach, and its practices. The focus of this review is on the extent to which the new agenda has influenced SLTE practices in recent years. It examines accounts of activities teacher educators and student teachers engage in during SLTE programmes in formal learning experiences. The paper identifies a thriving practitioner research culture in SLTE but argues that much more research is required to establish the true extent to which new conceptualisations of the process of learning-to-teach second languages guides SLTE practice.

scholarly journals TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY

2018 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Kim Anh Thi Vo ◽  
Vincent Pang ◽  
Kean Wah Lee
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Peer Mentoring ◽  
Teacher Education Program ◽  
Public University ◽  
English Teacher ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
The University

Teaching practicum is very essential in the process of learning how to teach, so it should be paid great attention by not only teacher education program designers but also implementators. The paper reports a study on the efficiency of teaching practicum which has been conducted at Public University (pseudonym) in Vietnam. The research employed qualitative approach, and semi-structured interviews were used as the instrument for the data collection. Findings reveal that the implementation of the teaching practicum did not provide student teachers with sufficient chances to develop their teaching skill efficiently. Inappropriate method of implementing the teaching practicum, loose cooperation between the university and high schools, and insufficient support are major issues that caused the teaching practicum to be ineffective. Peer mentoring and a more suitable method of implementing the internship are recommended solutions to improve the effectiveness of the teaching practicum in the English Teacher Education Program at Public University in particular and other English teacher education programs in Vietnam in general.Keywords: Educational program, peer mentoring, teacher education, teaching practicum, teaching skills, VietnamCite as: Vo, T.K.A., Pang, V., & Kean Wah, L. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of NusantaraStudies, 3(2), 32-40. http://dx.doi.org/10.24200/jonus.vol3iss2pp32-40

Perceptions of Teacher Candidates' Experiences in Paired Placements

2016 ◽  
pp. 747-770
Author(s):  
Jeanine B. Jechura ◽  
Cynthia Diane Bertelsen
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Qualitative Inquiry ◽  
Mentor Teachers ◽  
Structured Interviews ◽  
Field Notes ◽  
Early Childhood Learning

This qualitative inquiry described the nature of paired placements within a revolutionary new teacher education program designed to prepare undergraduate teacher education candidates for employment in inclusive early childhood learning environments. The focus of this project, reflecting a Vygotskian lens, has emerged into a five-fold examination: to document the ways that pairs work together, to articulate the outcomes of pairings as contrasted with single arrangements, to identify the practices that make pairings successful or not, to examine the practice of pairing students from the mentor teachers' perspective, and to explore how collaboration between student teachers and mentor teachers lead to critical reflection about teaching. Data sources included semi-structured interviews with teacher candidates and cooperating mentors and teachers, observations and field notes. The site for this study was a university-based early childhood center.

scholarly journals Exploring Preparation of Pre-Service Teachers’ English Proficiency and Pedagogy: Stories from an EFL Teacher Education Program

2019 ◽  
Author(s):  
Abdul Hadi
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
English Proficiency ◽  
Teacher Education Program ◽  
Learning Experience ◽  
Theory And Practice ◽  
Program Administrator ◽  
Curriculum Provision ◽  
Pete Programs ◽  
Efl Teacher Education

Many English teachers today are non-native speakers of English graduating from Pre-service English Teacher Education (PETE) programs in English as a Foreign Language (EFL) context. They undertake their teaching career in a strategic but challenging linguistic and educational situation. This paper reports findings from such a situation based on a qualitative case study of a PETE program at an Indonesian university that aimed to explore the nature of curriculum provision in preparation to develop pre-service teachers’ English proficiency and pedagogy. Data were collected from pre-service teachers, teacher educators, and program administrator using interviews, focus groups, and classroom observations. Results of data analyses revealed a nature of curriculum provision that is inadequately supportive in preparing pre-service teachers’ English proficiency and pedagogy. It is represented in three emerging themes: inadequacy of English proficiency in learning to teach English, lack of balance between theory and practice, and inadequate facilitation for contextual and integrated learning experience.

scholarly journals Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 545-554
Author(s):  
Haji Karim Khan ◽  
Yasmeen Batool ◽  
Farah Deeba
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Role Models ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Education Institution ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Teacher Education Institution

Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

Mentoring beyond the politics of fear

2019 ◽  
Vol 15 (1) ◽  
pp. 33-47
Author(s):  
Kevin Russel Magill ◽  
Tracy D. Harper ◽  
Jess Smith ◽  
Aaron Huang
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Learning Community ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Structured Interviews ◽  
Content Type ◽  
Difficult Conversations ◽  
Politics Of Fear

Purpose The purpose of this paper is to examine multiple dimensions of reflexive and reciprocal mentorship as they work through the fear of teaching challenging and politically charged ideas. Design/methodology/approach This piece is a case study of the complex instances of reciprocal mentorship within a teacher education program. Objects of analysis included the informal educational experiences from the bi-monthly meetings and student-teaching experiences. Semi-structured interviews, field notes, interpersonal discussion and the authors’ own reflections were used as data sources. Findings The authors found that having difficult conversations in informal spaces provided social studies teacher candidates with the opportunity to get more comfortable with challenging conversations; that mentorship is helpful when shifting context between formal and informal spaces; and that once these teachers grew more comfortable, they moved from mentee to mentor with support and guidance from their own mentors. The authors conclude by providing several implications for pre-service teachers, teacher and teacher educators, as they help social studies practitioners work with and beyond the politics of fear. Research limitations/implications Limitations such as subjectivity, generalizability and implementation exist. Factors such as personality, program, cultural background, lived experience and other elements played a role in the findings. Therefore, the authors do not suggest these are monolithic claims about the nature of mentorship, teacher education or teaching, but rather the authors wish to share these findings and recommendations. Practical implications The authors argue that three major findings emerged from the data. First, informal spaces are valuable for initiating difficult conversations among mentors and mentees. Second, shifting between formal and informal spaces can be uncomfortable, but allow for mentoring opportunities during these challenging instances of becoming. Third, moving from mentee to mentor includes valuable reciprocal mentorship within a learning community. Originality/value This research project is grounded in the needs of the participants and researchers. To the authors’ knowledge, a project of this type with similar participants has not been done.

The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work

1995 ◽  
Vol 14 (2) ◽  
pp. 157-178 ◽  
Author(s):  
Kim C. Graber
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
General Pedagogical Knowledge

The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on the placement setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Student teachers had greater difficulty incorporating pedagogical content knowledge. The student teachers from one university all believed they were primarily influenced by one particular teacher educator. A single powerful individual may be more important in shaping preservice student beliefs than an entire program of courses and experiences.

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