scholarly journals Pre-service teachers’ experiences with a digital examination design: The inter-relation between continuity and change in an institutional context

2019 ◽  
Vol 13 (3) ◽  
pp. 19 ◽  
Author(s):  
Erik Adalberon ◽  
Trond Eiliv Hauge ◽  
Roger Säljö
Keyword(s):  
Teacher Education ◽  
Digital Examination ◽  
Master Program ◽  
Innovative Design ◽  
Continuity And Change ◽  
Evaluation Procedures ◽  
Wide Range ◽  
Teachers Experiences ◽  
Subject Content Knowledge ◽  
Authentic Classroom

AbstractThis article reports a study of a full-scale digital examination in a five-year master program of teacher education in Norway. The innovative design involves observing a video case based on an authentic classroom situation and analysing the case in light of educational theory and subject content knowledge. All parts of this format are to be solved on a computer with Internet access. The study is centred on the pre-service teachers’ experiences of this open-ended and unfamiliar testing format. More specifically, the intention has been to analyse (a) what kinds of preparations they engaged in; (b) how they solved tasks during the examination; (c) their reflections on this mode of examination. Interviews with 11 informants have been conducted, and the content is summarized in three selected cases, and finally across the interview sample. The results indicate that innovations like this are interpreted and approached against the background of pre-service teachers’ expectations, and the open format engaged the pre-service teachers to draw upon a wide range of resources both when preparing and solving the tasks. It is, however, timely to question whether the introduction of the examination format, based on faculty interest and intentions, will have the intended impact on evaluation procedures in an established learning culture. Keywords: digital examinations, Higher education, teacher education, video, Lærerstudenters erfaringer med et digitalisert eksaminasjons-design: Den gjensidige relasjonen mellom kontinuitet og forandring i en institusjonell kontekst SammendragI denne artikkelen rapporteres en studie av en fullskala digital eksamen som har blitt benyttet i et femårig masterprogram i norsk lærerutdanning. Det innovative designet er en firetimers nettbasert og digital eksamen basert på observasjon av en video case fra en autentisk klasseromssituasjon, og en analyse på bakgrunn av pedagogisk og fagdidaktisk teori. Hele eksamenen besvares via en datamaskin med nettilgang. Studien er rettet mot studentenes erfaringer med denne åpne og ukjente eksamensformen. Mer spesifikt er intensjonen å analysere a) hva slags forberedelser de gjorde, b) hvordan de løste eksamensoppgavene under selve eksamen, og c) refleksjonene de hadde etter en slik eksamensform. Intervjuer med elleve informanter ble gjennomført, og innholdet oppsummert i tre case-studier samt en tematisk studie på tvers av utvalget. Resultatene tyder på at slike innovasjoner blir tolket og bearbeidet på bakgrunn av studentenes forventninger, og at de benyttet en rekke ulike ressurser for forberedelsene til og gjennomføringen av eksamen. Det er imidlertid betimelig å stille spørsmål om innføringen av et slikt eksamensformat, basert på fakultetets interesser og intensjoner, vil ha den ønskede påvirkningen på vurderingsprosedyrer i en etablert læringskultur Nøkkelord: eksamen, høyere utdanning, lærerutdanning, video, digital eksamen

Evaluating Programs for Preparing Teachers of Emotionally Disturbed Children

1969 ◽  
Vol 36 (3) ◽  
pp. 157-162 ◽  
Author(s):  
Norris G. Haring ◽  
George A. Fargo
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Emotionally Disturbed ◽  
Professional Training ◽  
Training Programs ◽  
Specific Training ◽  
Direct Evaluation ◽  
Teaching Process ◽  
Evaluation Procedures ◽  
And Training

The premises from general education that have important implications for direct evaluation of professional trainees, teachers, and training programs in special education are presented in this article. They include the following: (a) the focus of professional training programs should be on the teaching process; (b) specific training objectives and evaluation procedures are 2 requisites for any training program; (c) direct evaluation of the teaching process is feasible; and (d) specific statements of criteria are prerequisites to research in teacher education.

scholarly journals Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2842
Author(s):  
Ji-Eun Lee ◽  
Woong Lim
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Learning Opportunities ◽  
Student Thinking ◽  
Assessment Design ◽  
Wide Range ◽  
Design Activities ◽  
Lesson Play

This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.

scholarly journals Teaching in IP Schools: An Analysis of Teachers' Experiences as Input to Pre-Service Teacher Education

2021 ◽  
Vol 3 (4) ◽  
pp. 131-142
Author(s):  
Riza Reyteran
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Education Curriculum ◽  
Validity And Reliability ◽  
Indigenous Students ◽  
Teacher Education Curriculum ◽  
Teachers Experiences ◽  
Curriculum Monitoring ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The demand to make education inclusive requires assurance that the future teachers of indigenous students are fully equipped to handle multicultural classes. Hence, with an end goal of identifying inputs that could enhance pre-service teacher education, this study was conducted to determine the profile, experiences, knowledge, attitudes, and skills of the randomly selected teachers of indigenous students in the province of Occidental Mindoro. The data were gathered online through a questionnaire that underwent validity and reliability tests. Findings reveal that the teachers are graduates of bachelor of Elementary Education and have been teaching in the IP schools for not more than three years. The teachers frequently experience implementing the curriculum, monitoring student’s progress, and living with the IP community, and occasionally experience travelling to and from the IP community as they embark on the day-to-day activities of teaching their IP students. The knowledge, attitudes, and skills they have acquired from their pre-service teacher education curriculum have prepared them in teaching IP students. Five themes emanate from the teachers’ suggestions on how to enhance the pre-service teacher education curriculum such as inclusion of IP education, awareness program on the culture of Indigenous People, inclusion of IP language, training on how to handle combined or multigrade class, and conducting immersion activities in IP or minority schools. The College of Teacher Education may consider the suggestions of the teachers in reviewing and revising the existing curriculum of pre-service teacher education.

scholarly journals Autoethnography: Writing Lives and Telling Stories

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Bal Chandra Luitel ◽  
Niroj Dahal
Keyword(s):  
Climate Change ◽  
Teacher Education ◽  
Lived Experiences ◽  
Ethnographic Research ◽  
Climate Change Education ◽  
Narrative Representations ◽  
Theoretical Perspectives ◽  
Modes Of Representation ◽  
Wide Range ◽  
Social Theories

Autoethnography covers a wide range of narrative representations, thereby bridging the gap of the boundaries by expressing autoethnographers’ painful and gainful lived experiences. These representations arise from local stories, vignettes, dialogues, and role plays by unfolding action, reaction, and interaction in the form of self-narration. Likewise, the autoethnographic texts must exhibit the autoethnographers’ critical reflections on the overall process of the inquiry. These exhibitions shall alert the autoethnographers’ research ethics, reflexivity, alternative modes of representation, inquiry, and storytelling. The original articles in this issue that rises from the domain of critical social theories within the various ranges of theoretical perspectives include journeying through informing, reforming, and transforming teacher education; critical ethnographic research tradition; a critical and political reading of the excerpts of myths; climate change education and its interface with indigenous knowledge and general traits of the participants as transformed teachers.

scholarly journals Implementing Narrative-Pedagogical Approaches in a Teacher Education Classroom

2019 ◽  
Author(s):  
Pauline Goh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Narrative Pedagogy ◽  
Educational Stakeholders ◽  
Conventional Teaching ◽  
Teachers Experiences ◽  
The Rich

Preservice teachers can no longer be prepared using conventional teaching approaches as these are inadequate to equip them with the necessary knowledge and skills they require to perform the tasks of teaching effectively. Teacher educators need to use new pedagogies, and narrative pedagogy is seen as a teaching method which can better prepare preservice teachers for the challenging classrooms of today. My study explored nine preservice teachers’ experiences after the enactment of a narrative pedagogical approach in one of their courses within their teacher education program. I used Ricoeur’s framework of the prefigured and configured arena of education to analyse the rich interview and reflective data which emerged. Three themes for the prefigured arena emerged: (a) feeling the sense of responsibility, (b) feeling anxious, and (c) feeling the lack of experience and confidence. Similarly, three themes were found for the configured arena: (a) learning through emotions, (b) learning through insights, and (c) learning through discussion. The preservice teachers have interpreted and discussed “lived” stories and this has shifted the way they think about teaching. The results do offer teacher educators and educational stakeholders a stepping-stone to further pedagogical insight into using narrative pedagogy in teacher education.

Insights From a Romanian Public Sector Innovation Lab on How to Build Urban Resilience in the Face of COVID-19

2021 ◽  
Vol 10 (1) ◽  
pp. 40-50
Author(s):  
Anamaria Vrabie ◽  
Monica Dudian
Keyword(s):  
Public Sector ◽  
Local Governments ◽  
Lessons Learned ◽  
Urban Resilience ◽  
Innovative Design ◽  
City Life ◽  
Public Sector Innovation ◽  
Wide Range ◽  
Local Stakeholders ◽  
The Face

The COVID-19 pandemic has added an unforeseen layer of adversity to city life, refocusing the attention of local governments on urban resilience. This article discusses the innovative design proposed by a Romanian public sector innovation lab: a multi-fold qualitative approach that collects coping strategies from a wide range of local stakeholders and works towards understanding how they can be transformed in sustainable practices for crisis moments. It also provides interim lessons learned from designing the intervention.

Comparison of the Stress Intensity Factor Influence Coefficients for Axial ID Surface Cracks in Cylinders of RSE-M and API 579-1

2015 ◽  
Author(s):  
Patrick Le Delliou ◽  
Stéphane Chapuliot
Keyword(s):  
Stress Intensity Factor ◽  
Stress Intensity ◽  
Intensity Factor ◽  
Nuclear Power ◽  
Crack Depth ◽  
Wall Stress ◽  
Surface Point ◽  
Evaluation Procedures ◽  
Influence Coefficients ◽  
Wide Range

Analytical evaluation procedures for determining the acceptability of flaw detected during in-service inspection of nuclear power plant components are provided in Appendix 5.4 of the French RSE-M Code. Linear elastic fracture mechanics based evaluation procedures require calculation of the stress intensity factor (SIF). In Appendix 5.4 of the RSE-M Code, influence coefficients needed to compute the SIF are provided for a wide range of surface axial or circumferential flaws in cylinders, the through-wall stress field being represented by a cubic equation. On the other hand, Appendix C of API 579-1 FFS procedure provides also a very complete set of influence coefficients. The paper presents the comparison of the influence coefficients from both documents, focused on axial ID semi-elliptical surface flaws in cylinders. The cylinder and crack geometries are represented by three ratios: Ri/t, a/t, and a/c, where Ri, t, a, and c are respectively the inner radius, the wall thickness, the crack depth and one-half of the crack length. The solutions for the coefficients G0 and G1 at the deepest point and at the surface point are investigated. At the deepest point, the agreement between the solutions is good, the relative difference being lower than 2 %, except for the plate (Ri/t = ∞) at a/c = 0.125 and 0.0625 and a/t = 0.8 (around 5 %). At the surface point, the agreement between both solutions is not so good. At this point, the relative differences depend strongly on the a/c ratio, being larger for elongated cracks (with low a/c ratios). However, it must be recalled that the absolute values of the coefficients are low at the surface point for elongated cracks, and that for these cracks the critical point regarding the stress intensity factor is the deepest point.

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