scholarly journals Pre-service Teachers' Digital Experiences through Digital Pedagogical Practices in Norway

2021 ◽  
Vol 5 (4) ◽  
pp. 86-103
Author(s):  
Pattamawan Jimarkon ◽  
Phalangchok Wanphet ◽  
Kenan Dikilitas
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Digital Integration ◽  
Low Levels ◽  
Key Competences ◽  
Training Programmes ◽  
The Eu

Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with pedagogical competencies and skills necessary for their future practices. This paper shows that pre-service teachers could overcome the pedagogical challenges during COVID-19 teaching by updating their present and future classroom teaching strategies around digital literacy. To explore further how these new teaching circumstances are understood and reflected on by pre-service teachers, the researchers collected written reflections of 52 pre-service teachers in Norway using an open-ended survey about their digital integration experiences in their practicum. This paper offers analyses of the reflections inductively to reveal the teachers’ process of development of their classroom teaching strategies as influenced by new digitalisation-related experiences. The findings show low levels of digital integration according to the SAMR model but moderate to high levels of satisfaction among pre-service teachers of digital practices. In the light of these findings, this study offers pedagogical technological implications for teachers and teacher educators who work with teacher education curricula.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

scholarly journals Educating the Educators: Technology-Enhanced Mathematics Teaching and Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 63-72
Author(s):  
Leong Chee Kin
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Educational Innovation ◽  
Continuing Professional Development ◽  
Teaching Quality ◽  
Ministry Of Education ◽  
Southeast Asians ◽  
Use Of Technology ◽  
And Mathematics ◽  
Training Programmes

Educational research has shown that teaching quality is one of the most important factors in raising student achievement. There is a compelling need for educators to keep abreast of the important developments that are taking place in educational arena. One of the educational areas that has massive development is the use of technology to enhance teaching and learning especially in mathematics. This development needs professional developmentamong educators. Being a regional science and mathematics education centre, the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) has always been cognizant of the importance of these developments. Its training programmes are planned to incorporate these developments for in-service teachers, teacher educators and ministry of education mathematics officers. As the Centre's mandate aims to ensure that these participants from Southeast Asians countriesas well as those from outside the region are equipped with emerging educationaltechnology tools which can enhance teaching and learning of mathematics. This paper will share the Centre’s experiences in continuing professional development among mathematics teacher, teacher educators and officers from the ministry of education on educational innovation and technology.

scholarly journals A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends

2020 ◽  
Vol 19 (11) ◽  
pp. 41-52
Author(s):  
Ang Leng Hong ◽  
Tan Kim Hua
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Classroom Context ◽  
Print Medium ◽  
Digital Classroom

This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.

scholarly journals Teacher-Students Relationship and its Potential Impact on Mathematics Learning

2019 ◽  
Vol 4 (4) ◽  
pp. 35-53
Author(s):  
Niroj Dahal ◽  
Bal Chandra Luitel ◽  
Binod Prasad Pant
Keyword(s):  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Learning ◽  
Future Generation ◽  
Pedagogical Practices ◽  
School Level ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teacher Students

This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.

scholarly journals Developing a Rural Teacher Education Curriculum Package

2018 ◽  
Vol 33 (2) ◽  
Author(s):  
Simone White ◽  
Jodie Kline
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Rural Students ◽  
Classroom Teaching ◽  
Journal Articles ◽  
Education Curriculum ◽  
James Cook ◽  
Film Clips ◽  
Rural Teacher

This paper documents the development of a new website (www.rrrtec.net.au) specifically designed to better equip teacher educators to prepare graduates to teach in rural and regional communities. The two year study (2009-2011) that informed the website’s creation included three data sources: A literature review of research into rural teacher education, a survey of pre-service students who had completed a rural practicum and interviews with teacher educators about the current strategies they used to raise awareness and understanding of the needs of rural students, their families, and communities. An analysis of the data revealed that teacher educators need to focus more on developing graduates to be not only ‘classroom ready’ but also ‘school and community ready’. This analysis provided the framework for the creation of a set of curriculum modules and resources including journal articles, film clips, websites and books that teacher educators could readily and publicly access and use in their own classroom teaching. AcknowledgmentsThe RRRTEC project has been supported by the Australian Teaching and Learning Council (ALTC).The RRRTEC TeamThe RRRTEC project team consisted of Professor Simone White (Monash University), Dr Jodie Kline as Research Fellow (Deakin University), Dr Wendy Hastings (Charles Sturt University) and Dr Graeme Lock (Edith Cowan University). The RRRTEC curriculum writing team consisted of Professor Simone White (Monash University), Dr Wendy Hastings (Charles Sturt University), Dr Elaine Sharplin (University of Western Australia), Dr Pauline Taylor (James Cook University) and Dr Jan Page (Charles Sturt University).

scholarly journals “Confronting the Dragons at the Door”: A Call for Transformative Learning in Teacher Education

2018 ◽  
Vol 7 (2) ◽  
pp. 54-69
Author(s):  
Rebat Kumar Dhakal
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Transformative Education ◽  
Self Reflection ◽  
Mind Set ◽  
Training Programmes ◽  
Narrative Interviewing ◽  
Key Participants

This paper examines the beliefs of Nepali teacher educators about the potential of transformative learning (TL) experiences in teacher education. It further explores the ways in which they are promoting TL among the graduate students aspiring to become teacher educators and among the in-service teachers in Nepal. Data collection consisted of qualitative methods, particularly narrative interviewing and observation. Key participants included three emerging transformative education practitioners (teacher educators) and a transformative education pedagogue from Kathmandu University. The narratives of the participants showed that they were stepping up to promote TL in teacher education programmes in Nepal. Their stories revealed that changing the frame of reference of the conventional teachers and thereby instilling in their mind-set the simple thought of TL was like confronting the dragons. Nonetheless, their engagement in teacher education programmes have exposed how students and educators can co-create TL experiences. Their experiences and also my observation of their training programmes showed that Nepali teachers are in want of TL opportunities. The findings suggest that teacher education should foster Critical Consciousness in teachers so that they can develop the ability in their students to analyse, pose questions, and take action on the diverse social, political, cultural, and economic contexts that influence and shape their lives. Moreover, the community of practice among the emerging transformative education practitioners should grow in focus from critical self-reflection to include an emphasis on promoting a contemplative mode of teaching and learning, which will offer an effective pedagogic model to nurture transformative learning in teacher education.

scholarly journals Teaching Environmental Education Using an Augmented Reality World Map

2021 ◽  
pp. 125-130
Author(s):  
Anastasia Nancy Pyrini
Keyword(s):  
Elementary Schools ◽  
Augmented Reality ◽  
Digital Literacy ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Short Paper ◽  
Digital Citizenship ◽  
Good Practices

AbstractThe aim of this short paper is to provide readers with a comprehensive lesson plan for elementary schools, which seeks to improve digital citizenship and competency in students and teachers, by fostering digital literacy skills through an augmented reality (AR) application. The lesson plan was developed within the framework of the “Digital, Responsible Citizenship in a Connected World (DRC)” project funded under Key Action 2: Cooperation for innovation and the exchange of good practices, part of the European Union’s Erasmus+program. The DRC project aims to infuse contemporary pedagogical practices into quality lifelong learning for students and teaching professionals, including teachers, school leaders and teacher educators, across Europe. Specifically, the project aims to improve digital citizenship and competency in students and teachers by fostering digital literacy skills through education.

scholarly journals Letramento digital: do uso das tecnologias digitais à formação dos professores de língua portuguesa, o que se discute sobre isso?

2019 ◽  
Vol 12 (3) ◽  
pp. 109-127
Author(s):  
Edmilson Francisco ◽  
Helena Maria Ferreira ◽  
Ilsa do Carmo Vieira Goulart
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Continuous Training ◽  
Theoretical Contribution ◽  
Information And Communication

RESUMO:Neste estudo, abordamos algumas proposições a respeito da formação inicial e continuada de professores de língua portuguesa no que tange ao uso das tecnologias digitais de comunicação como estratégia para reelaboração e reconfiguração de suas práticas pedagógicas. As transformações tecnológicas e digitais que vêm ocorrendo na sociedade e que, consequentemente, atingem o interior das salas de aula têm interferido em nossas práticas pedagógicas e nas relações entre o ensinar e o aprender, exigindo de nós, professores, uma busca constante por formação. Diante disso, este texto tem por objetivo refletir sobre a temática das tecnologias digitais de informação e comunicação no processo de formação docente e sobre a concepção de letramento digital no processo mediador do ensino e da aprendizagem para os professores de língua portuguesa. Para tanto, apresentamos uma pesquisa de abordagem qualitativa, a partir de uma reflexão bibliográfica, tomando como aporte teórico os estudos de Castells e Cardoso (2005), de Coscarelli (2016), a respeito das tecnologias digitais, bem como das pesquisas de Soares (2012) e Xavier (2005) sobre letramento digital. Os estudos apontam para o aprimoramento na formação inicial e continuada dos professores, no caso, os de língua portuguesa, de modo a oferecer e a vivenciar situações de letramento digitalmente dentro e fora das salas de aula. PALAVRAS-CHAVE: letramento digital; Tecnologias Digitais de Informação e Comunicação; formação de professores de língua portuguesa; formação docente.   ABSTRACT:In this study we present some proposals regarding the initial and continuous training of Portuguese teachers in the use of digital communication technologies as a strategy for re-elaboration and reconfiguration of their pedagogical practices. The technological and digital transformations that have been occurring in society and which consequently affect the interior of the classrooms have interfered in our pedagogical practices and in the relationships between teaching and learning, requiring of us, teachers, a constant search for formation. The purpose of this text is to reflect on the subject of digital information and communication technologies in the teacher formation process and about the design of digital literacy as a resource in the mediation of teaching and learning for teachers of Portuguese language. For that, we present a qualitative research, based on a bibliographical reflection, taking as theoretical contribution the studies of Castells and Cardoso (2005), by Coscarelli (2016), regarding digital technologies, as well as Soares’s researches (2012) and Xavier (2005) on digital literacy. The studies point to the improvement in the initial and continuing training of teachers, in the case of Portuguese-speaking teachers, in order to offer and experience literacy situations digitally inside and outside classrooms. KEYWORDS: digital literacy; Digital Information and Communication Technologies; Portuguese teacher education; teacher education.

scholarly journals Competences for education for sustainability: analysis of educational policy documents in Portugal

2021 ◽  
Vol 17 (48) ◽  
pp. 1-19
Author(s):  
Patrícia Sá ◽  
Ana Isabel Andrade ◽  
Jane Machado ◽  
Cristina Sá
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Educational Practice ◽  
Education For Sustainability ◽  
Policy Documents ◽  
Interpretive Study ◽  
Reference Framework ◽  
Interpretive Paradigm ◽  
Sustainability Analysis ◽  
Key Competences

The present study is part of the TEDS - Teacher Education for Sustainability project. This is an Erasmus+ project and involves five European countries: Portugal, France, Lithuania, Finland and Malta. The main aim of the TEDS project is to provide   European teacher educators and   teachers with the knowledge and tools necessary to implement an education that promotes sustainability in their practices. Within this project, one of the objectives was to understand how key competences in education for sustainability are present in the educational documents of each of the participating countries. This article refers to the analysis carried out on Portuguese educational documents. It is a qualitative study framed on the interpretive paradigm. It is an exploratory, descriptive-interpretive study aimed at identifying and describing the main characteristics related to the key competences in education for sustainability present in the official Portuguese documents that guide teaching and learning. After the analysis, validation and discussion of the results of the content analysis carried out on the corpus, these seem to indicate that the educational documents analyzed are compatible with the key competences considered in the guiding reference framework. All documents present different aspects of the various competences, highlighting their importance in the foundation of an educational practice that promotes sustainability.

Sign in / Sign up

Export Citation Format

Share Document