scholarly journals Pakistani Teacher-educator Professional Learning Through an International Blended Course

Open Praxis ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 157
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik
Keyword(s):  
Professional Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Teacher Professionalism ◽  
Face To Face ◽  
Open Questions ◽  
The Face ◽  
Innovative Learning ◽  
The Impact ◽  
Blended Course

International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators’ technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today’s environment of international globalization.

The Professional Learning of Teacher Educators Leading International Professional Experience

2018 ◽  
Vol 23 (4) ◽  
pp. 497-510 ◽  
Author(s):  
Judy Williams
Keyword(s):  
Professional Learning ◽  
Teacher Educators ◽  
Educational Experiences ◽  
Teacher Educator ◽  
Professional Relationships ◽  
School Staff ◽  
Professional Experience ◽  
Semistructured Interviews ◽  
The Impact

In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.

scholarly journals Pertinencia de los programas de formación para la actualización docente en el marco de la socioformación y el desarrollo social sostenible / Relevance of training programs for teachers updating in the framework of socio-formation and sustainable social development

2020 ◽  
pp. 35-43
Author(s):  
José Rosendo Alvarado Vázquez ◽  
Josemanuel Luna-Nemecio
Keyword(s):  
Sustainable Development ◽  
Social Development ◽  
Training Program ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Training Programs ◽  
Face To Face ◽  
Documentary Analysis ◽  
The Face ◽  
The Impact

El propósito del presente artículo es realizar un análisis documental a partir de una reflexión conceptual de evaluación desde la socioformación, donde las rúbricas permiten evaluar el desempeño, e identificar el impacto que tienes los cursos presenciales con sus respectivas características en los formadores activos. Para la metodología se tuvieron en cuenta las categorías, y subcategorías que se emplearon para eficientizar la información puesta en la cartografía conceptual al estudiar un concepto o teoría a partir de documentos. Respecto a los resultados, existe una distancia entre los cursos que se imparten a los docentes y la forma de llevarlos a su práctica docente, además de ausencia y pertinencia en temas sustanciales sobre el desarrollo sostenible. Se concluye que aun cuando a los formadores de docentes activos se les ofrece un programa de capacitación, se siguen reproduciendo contenidos programáticos desde su óptica, de lo que a su juicio el estudiante deberá aprender. The purpose of this article is to carry out a documentary analysis from a conceptual reflection of the evaluation from the socioformation, where the rubrics allow to evaluate the performance and to identify the impact that the face-to-face courses with their respective characteristics have on active trainers. For the methodology, the categories and subcategories that were used to make the information put into the conceptual cartography efficient when studying a concept or theory from documents were taken into account. Regarding the results, there is a distance between the courses that are taught to teachers and the way to take them to their teaching practice, in addition to the absence and relevance of substantial topics on sustainable development. Conclusions: Even when active teacher educators offer them a training program, programmatic content continues to be reproduced from their perspective, from which, in their opinion, the student must learn.

scholarly journals The Impact of the Coronacrisis on KIBS Sector

2021 ◽  
Vol 15 (1) ◽  
pp. 6-18
Author(s):  
Ian Miles ◽  
◽  
Veronika Belousova ◽  
Nikolay Chichkanov ◽  
Zhaklin Krayushkina ◽  
...  
Keyword(s):  
Business Services ◽  
Face To Face ◽  
Knowledge Intensive Business Services ◽  
Regulatory Frameworks ◽  
The Face ◽  
Working Practices ◽  
Knowledge Intensive ◽  
Problem Solvers ◽  
Climate Crisis ◽  
The Impact

Knowledge-Intensive Business Services (KIBS) are problem-solvers for other organizations. The coronacrisis affects KIBS directly, but also means that their clients are confronting new problems. How are KIBS addressing these two sets of challenges? This paper draws on material available in the trade and industry press, on official reports and statistics, and the early academic studies addressing these themes. We find that KIBS have been active (alongside other organizations) in providing a substantial range of services aimed at helping their clients (and others) deal with various contingencies thrown up by the crisis. Not least among these is the need to conform to shifting regulatory frameworks, and requirements for longer-term resilience. KIBS themselves have had to adapt their working practices considerably, to reduce face-to-face interaction with clients and within teams collaborating on projects. Adaptation is easier for those whose tasks that are relatively standardized and codified, and it remains to be seen how far a shift to such activities - and away from the traditional office-based venues of activity - is retained as firms recover from the crisis. KIBS are liable to play an important role in this recovery from the crisis, and policymakers can mobilize their services. Some KIBS are liable to be critical for rendering economies more resilient in the face of future pandemics and we argue that these firms are also important for confronting the mounting climate crisis.

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

Cultivating Teachers of General Music Methods: The Graduate Years

2018 ◽  
Vol 28 (1) ◽  
pp. 10-23 ◽  
Author(s):  
Christa R. Kuebel ◽  
Lisa Huisman Koops ◽  
Vanessa L. Bond
Keyword(s):  
Identity Development ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Music Teacher ◽  
Mentoring Relationships ◽  
General Music ◽  
Conference Calls ◽  
Music Methods ◽  
Or Team ◽  
The Impact

The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner while having taught or team-taught general music methods at Case Western Reserve University (Cleveland, Ohio) over the past 10 years. Data included individual journals and transcripts of monthly Google text chats and conference calls. We analyzed the data through the commonplaces of temporality, sociality, and place, and engaged in re-storying. Investigating the process of becoming a general music methods instructor provided important insights concerning the impact of time, people, and places on the transition from music teacher to music teacher educator.

Arranging and Rearranging Practice in Digital Spaces

2018 ◽  
pp. 567-585
Author(s):  
Laurette S. M. Bristol ◽  
Merilyn Childs
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Teacher Educators ◽  
Learning Program ◽  
Learning Space ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

scholarly journals Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education

2018 ◽  
Vol 7 (3) ◽  
pp. 248-260 ◽  
Author(s):  
Rachel M. Lofthouse
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Deep Understanding ◽  
Practical Experience ◽  
Initial Teacher Education ◽  
Experienced Teacher ◽  
Content Type ◽  
School Based

Purpose Teacher education in many countries is under reform with growing differences in its form and function. This is indicative of the ongoing negotiations around the place of theory, research and practice in teachers’ professional learning. However, the demand for mentoring of trainee teachers during often extended and multiple school-based placements is a relative constant. Indeed, with the trend towards greater school-based professional experience mentoring practices become ever more critical. The paper aims to discuss this issue. Design/methodology/approach This is a conceptual paper written from the perspective of an experienced teacher educator in England, drawing on both practical experience and a body of associated research. It can be conceptualised as related to cases of practice, linked to episodes of practitioner research grounded in the ethics of the improvability of practice, the desire to meet the needs of the professional communities and a deep understanding of the demands and cultures of their workplaces. Findings Mentoring can be re-imagined as a dynamic hub within a practice development-led model for individual professional learning and institutional growth. Acting on this conceptualisation would allow mentors, trainees and other supporting teacher educators to contribute to the transformation of professional learning practices and educational contexts. Originality/value This paper goes beyond offering merely helpful guidance to participants and stakeholders in mentoring, or stipulating standards to be achieved, to considering what might be described as a hopeful or transformational stance in relation to mentoring. Teacher educators can continue to bring value to the transformation of teacher education through a focus on mentoring as an educative process.

Unpacking dimensions of immersion teacher educator identity

2018 ◽  
Vol 6 (2) ◽  
pp. 218-243 ◽  
Author(s):  
Aisling Leavy ◽  
Mairéad Hourigan ◽  
T. J. Ó Ceallaigh
Keyword(s):  
Teacher Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Vital Role ◽  
Professional Identities ◽  
Immersion Education ◽  
Complex Process ◽  
Study Methodology

Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.

The Carryover Effects of Preceding Interviewer–Respondent Interaction on Responses in Audio Computer-Assisted Self-Interviewing (ACASI)

2020 ◽  
Author(s):  
Hanyu Sun ◽  
Frederick G Conrad ◽  
Frauke Kreuter
Keyword(s):  
Social Presence ◽  
Computer Assisted ◽  
Sensitive Information ◽  
Carryover Effects ◽  
Face To Face ◽  
Audio Recordings ◽  
The Face ◽  
Audio Computer ◽  
Main Effects ◽  
The Impact

Abstract Audio computer-assisted self-interviewing (ACASI) has been widely used to collect sensitive information from respondents in face-to-face interviews. Interviewers ask questions that are not sensitive or only moderately sensitive and then allow respondents to self-administer more sensitive questions, listening to audio recordings of the questions and typically entering their responses directly into the same device that the interviewer has used. According to the conventional thinking, ACASI is taken as independent of the face-to-face interaction that almost always precedes it. Presumably as a result of this presumed independence, the respondents’ prior interaction with the interviewer is rarely considered when assessing the quality of ACASI responses. There is no body of existing research that has experimentally investigated how the preceding interviewer–respondent interaction may create sufficient social presence to affect responses in the subsequent ACASI module. The study reported here, a laboratory experiment with eight professional interviewers and 125 respondents, explores the carryover effects of preceding interactions between interviewer and respondent on responses in the subsequent ACASI. We evaluated the impact of the similarity of the live and recorded interviewer’s voice for each respondent as well as respondents’ rapport with interviewers in the preceding interview. We did not find significant main effects of vocal similarity on disclosure in ACASI. However, we found significant interaction effects between vocal similarity and respondents’ rapport ratings in the preceding interview on disclosure in ACASI. When the ACASI voice was similar to the interviewer’s voice in the preceding interaction, respondent-rated rapport led to more disclosure but, when the ACASI voice is clearly different from the interviewer’s voice, respondent-rated rapport in the prior interaction did not affect disclosure.

scholarly journals Methodology of Specialist Physicians Training: From Traditional to e-Learning

2020 ◽  
Vol 17 (20) ◽  
pp. 7681
Author(s):  
Juan Chaves ◽  
Antonio A. Lorca-Marín ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Life Support ◽  
Medical Training ◽  
Advanced Life Support ◽  
Sample Volume ◽  
Mixed Methodology ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
E Learning ◽  
The Impact

Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.

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