scholarly journals Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Bhupendra Kumar KC ◽  
Stein Erik Solbø Ohna
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Education Programme ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Focus Group Interviews ◽  
Compulsory School ◽  
Diverse Classrooms ◽  
Group Interviews

Abstract The purpose of this study is to investigate how preservice teachers reflect on diversity and on teaching pupils from diverse backgrounds. Following a qualitative research design, the empirical data were constructed through focus group interviews with pre­service teachers attending a 4-year initial teacher education programme for compulsory school in Norway. The thematic analysis of focus group interviews yielded three main results, namely differences are individual and considered natural, diversity as a value and challenge, and belief in practice rather than theory. Results suggest that despite their appreciative views towards diversity, the preservice teachers seem to be having a dilemmatic position regarding whether they should treat every pupil the same or differently. Moreover, the results point to the significance of establishing coherence between theory and practice in initial teacher education regarding the preparation of preservice teachers for their work with diverse pupils. Keywords: initial teacher education, diverse classrooms, theory-practice coherence   Lærerstudenters refleksjoner over undervisning og mangfold i norsk grunnskole Sammendrag Formålet med denne studien er å undersøke hvordan lærerstudenter i den fireårige grunnskolelærerutdanningen reflekterer over mangfold og undervisning av elever som har ulik bakgrunn. Studien er basert på et kvalitativt forskningsdesign, og data er kon­struert ved hjelp av fokusgruppeintervjuer med lærerstudenter i den fireårige grunn­skolelærerutdanningen. Den tematiske analysen ledet fram til tre hovedresultater: Forskjeller er individuelle og forstås som noe naturlig, mangfold som en verdi og utfordring, og vektlegging av praksis heller enn teori. Resultatene viser at til tross for deltakernes verdsetting av mangfold, opplever lærerstudentene dilemma når det gjelder hvordan de skal handle i praksis. Resultatene peker videre på betydningen av å etablere koherens mellom praksis og teori i lærerutdanningen for å forberede lærerstudentene for arbeidet med mangfoldige elevgrupper. Nøkkelord: lærerutdanning, mangfold i klasserom, teori-praksis koherens

scholarly journals Skjønn som profesjonell kompetanse hos lærerstudenter

2020 ◽  
pp. 119-135
Author(s):  
Anders Aasgaard Madsen ◽  
Truls Nilsen Tangen ◽  
Audhild Løhre
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Educational Practice ◽  
Practical Implementation ◽  
Theoretical Knowledge ◽  
Focus Group Interviews ◽  
Ethical Problems ◽  
System A ◽  
Group Interviews

Research into teacher education emphasizes theoretical knowledge, reflection and critical thinking. However, many preservice teachers measure the value of theoretical knowledge by its potential for practical implementation, orienting themselves towards a more technical professional practice. This is consistent with a growing instrumental tendency within the educational system, a development which is worrying. This article focuses on those skills which preservice teachers in their final year anticipate will be important when they enter the profession. It is based on focus group interviews, and the participants’ discourse suggested good judgement to be an important skill. During educational practice, the preservice teachers must make decisions in situations where the solutions are not clear. The findings show that theoretical knowledge is the foundation for the judgment necessary to solve ethical problems. The school guidelines express contradictory expectations of teachers, such as those related to pupils’ measurable results. The preservice teachers’ conversations reflect a dilemma between expectation and opportunity within these guidelines, where the teachers’ judgement becomes a means of clearing the way for children’s learning and formation. As a foundation for our analysis, we use theory on judgement, as well as Aristotle’s conceptualisation of knowledge.

A school-based programme promoting healthy eating

2019 ◽  
Vol 79 (3) ◽  
pp. 277-289 ◽  
Author(s):  
Kara Chan ◽  
Judy Yuen-Man Siu ◽  
Albert Lee
Keyword(s):  
Health Education ◽  
Focus Group ◽  
Secondary School ◽  
Healthy Eating ◽  
Education Programme ◽  
Focus Group Interviews ◽  
School Based ◽  
Health Education Programme ◽  
Food Diaries ◽  
Group Interviews

Objective: Many school-based health education programmes adopt a one-way, top-down communication approach that students tend to consider boring and ineffective. In contrast, this study tested a pilot school-based health education programme designed to engage students through the creation and production of health-related advertising. Design: Participatory action research. Setting: A secondary school located in the most deprived district in Hong Kong. Method: A 10-month health education programme was implemented which included health talks and a parent–child cooking workshop. The highlight of the programme was a contest to design a healthy eating public service announcement with professional production of the winning advertisement. A convenience sample of 67 secondary school students participated. Self-administered food diaries and focus group interviews were administered before and after the programme for evaluation. Results: Among all the health education activities conducted during the programme, the participating students found the advertisement design contest the most interesting. They appreciated the opportunity to see their creative ideas consolidated in a professional manner. Dietary patterns reported in food diaries did not show any significant change, but the post-programme focus group interviews reported a remarkable increase in healthy eating knowledge. There were some self-reported changes in dietary behaviours. Conclusion: In the digital age, engaging students in content creation is a possible way to interest them in adopting healthy eating behaviours.

Evaluation of the pilot TAPUAKI Pacific pregnancy and parenting education programme

2016 ◽  
Vol 1 (4) ◽  
Author(s):  
Dudley Gentles ◽  
Jacinta Fa'alili-Fidow ◽  
Amanda Dunlop ◽  
Mary Roberts ◽  
Amio Ikihele ◽  
...  
Keyword(s):  
Focus Group ◽  
Response Rate ◽  
Education Programme ◽  
Parenting Education ◽  
Focus Group Interviews ◽  
Paper Survey ◽  
Group Interviews ◽  
Survey Questionnaires ◽  
Pregnant Mothers ◽  
Antenatal Classes

<p><strong>Background</strong>: The TAPUAKI programme aimed to improve Pacific women’s, their partners and families’ knowledge and confidence about pregnancy and parenting so they can make informed choices about their health and that of their infants. The programme consisted of six two-hour blocks of antenatal classes run over six consecutive weeks.</p><p><strong>Aim</strong>: To evaluate the TAPUAKI programme for the effectiveness and delivery of its curriculum to pregnant mothers.</p><p><strong>Methods</strong>: Both paper survey questionnaires and focus group interviews (talanoa) were used for the evaluation. Out of 32 participants who attended the TAPUAKI programme, 13 agreed to take part in the evaluation (a response rate of 41%). There were 3 sites (from 2013-2014) where the programme was piloted: Henderson, Onehunga and Otara. The 13 participants were Samoan, Cook Islands Māori or Tongan ethnicity, all aged between 17 and 40 years old.  In addition, there were 2 female facilitators at each site who delivered the curriculum. All six facilitators agreed to take part in the evaluation.  </p><p><strong>Findings</strong>: Participants reported that their knowledge about pregnancy and parenting had increased as a result of the programme. Specifically, these topics were nutrition, giving birth, breastfeeding and safe sleeping practices. The programme helped to change some incorrect practices and beliefs that were held by those participants who already had children.</p><p><strong>Conclusion</strong>: The TAPUAKI programme increased the women’s knowledge and confidence about pregnancy and parenting. </p>

scholarly journals Det dubbla kompetenskravet

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Emilia Berglund ◽  
Karin Lager ◽  
Jennifer Lundqvist ◽  
Jan Gustafsson Nyckel
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Thematic Analysis ◽  
New Teacher ◽  
Skills Development ◽  
School Age ◽  
Focus Group Interviews ◽  
Subject Knowledge ◽  
Teacher Student ◽  
Group Interviews

I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.  Abstract“The dual competence requirement - A study of teacher student competences in a new teacher education” examines students dealing with a dual competence requirement in teacher education. The study has its’ background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education’s implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills. 

scholarly journals Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom

2021 ◽  
pp. 002248712110024
Author(s):  
Charlotte Dignath ◽  
Jonathan Fink ◽  
Mareike Kunter
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prior Knowledge ◽  
Belief Change ◽  
Initial Teacher Education ◽  
Moderator Effect ◽  
Diverse Classrooms ◽  
Teachers Beliefs ◽  
Text Reading ◽  
The Impact

Research has suggested that teachers’ beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers’ educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers’ belief change. In Study 1 ( N = 42), we found that belief change varied significantly as a function of the direction of the text condition, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants’ prior beliefs. Study 2 ( N = 57) revealed a middle-sized but non-significant moderator effect for prior knowledge ( p = .08, [Formula: see text] = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that may affect the development of preservice teachers’ diversity beliefs.

scholarly journals Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar

2021 ◽  
Author(s):  
Ei Phyu Chaw ◽  
Erika Kopp
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Focus Group Interviews ◽  
Doctoral Research ◽  
Pre Service Teacher Education ◽  
Group Interviews ◽  
Pre Service Teacher

Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.

scholarly journals Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers

2015 ◽  
Vol 2 (3) ◽  
pp. 195-213 ◽  
Author(s):  
Henriette Duch ◽  
Karen E. Andreasen
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
College Teachers ◽  
Focus Group Interviews ◽  
Vocational College ◽  
College Teacher ◽  
Development Processes ◽  
Group Interviews ◽  
New Education

A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity among vocational college teachers. Based on empirical data from focus group interviews with students from the Diploma of Vocational Pedagogy program and concepts developed by Bernstein and Bourdieu, the article analyzes how these aspects might affect the development of new vocational didactics. We know that it is not easy to change the culture of educational institutions, and the analysis uncovers several factors that are expected to hamper the development processes.

scholarly journals Exploring reasons to attend formal teaching sessions among students: A self-determination theory perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Andreas Fröberg ◽  
Linus Jonsson
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Education Program ◽  
Qualitative Content Analysis ◽  
Education Programme ◽  
Self Determination Theory ◽  
Self Determination ◽  
Focus Group Interviews ◽  
Declining Attendance ◽  
Group Interviews

Among students in higher education, attending formal teaching sessions might be important not only for academic achievement but also to foster human values. Despite this, the low and declining attendance rate is a growing concern in higher education. This study aimed to explore what students believe teachers could do to facilitate attendance at formal teaching sessions in the physical education part of the teacher education program in Sweden. Three focus group interviews were conducted among students aged 20 to 35 who attended the teacher education programme. The self-determination theory was used as a theoretical framework, and data were analysed and categorised using qualitative content analysis. The analysis of the interviews formed an overarching theme that intersected with four categories. The results show that teachers might facilitate attendance during formal teaching sessions by providing opportunities for students to interact with each other; match challenges with skills; be engaged, enthusiastic, and caring; and outline the value and rationale. The study’s implications for teachers are discussed in the paper.

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