The Shared Reflective Practice of Co-Planning an Undergraduate Education Course between Online and Face-To-Face Teacher Educators

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Katy Sell ◽  
Brandon Juarez
Keyword(s):  
Communities Of Practice ◽  
Reflective Practice ◽  
Undergraduate Education ◽  
Teacher Educators ◽  
Planning Process ◽  
Contextual Information ◽  
Theoretical Underpinning ◽  
Face To Face ◽  
Communication Challenges ◽  
Qualitative Nature

The current paper presents a reflective account of two teacher educators, from different instructional modalities, co-planning an undergraduate face-to-face education course. Wenger’s writing around communities of practice provided the theoretical underpinning for the reflections put forward and contextual information regarding how the co-planning transpired. From a critical standpoint, observations and reflections related to the communication, challenges (and successes), and pedagogical decision-making between education colleagues are considered. Three central challenges are explored through the reflective lens: length of course between modalities, norming and autonomy, and scheduling between teacher educators to co-plan throughout the academic face-to-face semester. The qualitative nature of the study provides thick and rich detail pertaining to the shared reflections of the two teacher educators. The paper concludes with recommendations surrounding the continued exploration of how the instructional modality plays part in the co-planning process. Keywords: Teacher educators, modalities, higher education, co-planning, reflective practice

scholarly journals Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sven Trenholm ◽  
Julie Peschke
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Undergraduate Education ◽  
Mathematics Teaching ◽  
Learning Systems ◽  
Undergraduate Mathematics ◽  
Face To Face ◽  
Education Community ◽  
Pedagogical Development

Abstract The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education

2014 ◽  
Vol 3 (4) ◽  
pp. 227-234 ◽  
Author(s):  
Andrew P. Driska ◽  
Daniel R. Gould
Keyword(s):  
Communities Of Practice ◽  
Reflective Practice ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Online Course ◽  
Critical Thought ◽  
Coach Education ◽  
Reflective Process ◽  
Instructor Interaction ◽  
Practice Skills

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

scholarly journals Leading by Example: Teacher Educators' Professional Learning Through Communities of Practice

Quest ◽  
2014 ◽  
Vol 66 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Ann MacPhail ◽  
Kevin Patton ◽  
Melissa Parker ◽  
Deborah Tannehill
Keyword(s):  
Communities Of Practice ◽  
Professional Learning ◽  
Teacher Educators

scholarly journals Food consumption of women during holidays: fit, healthy, or relaxed?

2020 ◽  
Vol 10 (1, 2 e 3) ◽  
Author(s):  
Caner Çalişkan ◽  
Çiğdem Sabbağ ◽  
Bekir Bora Dedeoğlu
Keyword(s):  
Food Consumption ◽  
Planning Process ◽  
Social Roles ◽  
Important Data ◽  
Face To Face ◽  
Data Source ◽  
Role Of Women ◽  
The Impact

During holidays, what, why, and how do women consume? Women’s attitudes and thoughts about food consumption should be researched in terms of their social roles. However, the important role of women in holiday planning process makes women's food consumption preferences and also behaviours an important data source especially for tourism managers. This study focused on the impact of holidays on women’s food consumption. For this purpose, face-to-face interviews were carried out with 15 women participants, who spent two holiday periods during the previous year – summer and winter – in Adıyaman, Turkey. According to the results of the survey, women’s food consumption preferences and behaviours change during the summer and winter holiday periods.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

scholarly journals Nurturing Collaborative Networks of Mobile Learning Researchers and Practitioners

2018 ◽  
Vol 10 (4) ◽  
pp. 73-92 ◽  
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Social Media ◽  
Communities Of Practice ◽  
Reflective Practice ◽  
Mobile Learning ◽  
Sense Of Belonging ◽  
Collaborative Networks ◽  
Collaborative Network ◽  
Communication Structure ◽  
International Networks ◽  
Subsequent Application

In this article, we present the development of a framework for supporting and facilitating collaborative networks of reflective practice using mobile social media. Developed throughout a two-year collaborative mobile learning project #NPF14LMD, the framework has subsequently been used to support two wider international networks of mobile learning researchers and practitioners. The #NPF14LMD project was a national project comprised of three universities and three polytechnics across New Zealand. One of the goals of the #NPF14LMD project was to create a collaborative network of practice across the six institutions participating in the project. The network provided a support and communication structure linking the six institutional communities of practice, enabling sharing of their experiences and a sense of belonging to a wider national and international community. This article outlines the use of mobile social media to facilitate the #NPF14LMD network, and the subsequent application of this framework to support two international networks.

Self-Examination of Music Methods Teaching in a Reggio Emilia-Inspired Learning Community

2021 ◽  
pp. 105708372110380
Author(s):  
H. Ellie Wolfe ◽  
Angela Munroe ◽  
Heather D. Waters
Keyword(s):  
Learning Community ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Reggio Emilia ◽  
Music Teacher ◽  
Pedagogical Documentation ◽  
Music Methods ◽  
Collaborative Professional Development ◽  
Self Examination

Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester to review key concepts related to the REA, share student artifacts, and discuss teaching contexts and considerations. Through this collaboration, participants found space for sharing successes, supporting personal reflection, troubleshooting, and revisiting ideas related to teaching and learning. They deepened their attunement to how teaching contexts continually shift and the affordances and challenges of incorporating the hundred languages (a concept from REA) in higher education.

Bridging the Gap

2013 ◽  
pp. 1-18
Author(s):  
Divonna M. Stebick ◽  
Mary L. Paxton
Keyword(s):  
Social Media ◽  
Teacher Educators ◽  
Online Discussions ◽  
Social Media Platform ◽  
Face To Face ◽  
Metacognitive Development ◽  
Book Discussion ◽  
Media Platform ◽  
Online Book

In this chapter, the researchers used an ethnographic stance to demonstrate how conversation evolved within a social media platform. They investigated the online discussions and face-to-face dialogues between teacher educators and pre-service teachers. They compared the participants’ reciprocal conversations within this case study to analyze patterns in the language used in each forum in order to identify the affordances and constraints of perceived understanding. Through this discourse analysis the authors sought to identify indicators of each participant’s metacognitive development while engaging in an online book discussion through a social media platform. Data analysis indicated that there was metacognitive growth when comparing the initial reciprocal conversations with the final conversations.

Pose/Wobble/Flow

2014 ◽  
pp. 544-566
Author(s):  
Antero Garcia ◽  
Cindy O'Donnell-Allen
Keyword(s):  
Preservice Teachers ◽  
Communities Of Practice ◽  
Undergraduate Students ◽  
Professional Growth ◽  
Complex Environment ◽  
Digital Writing ◽  
Face To Face ◽  
Non Linear ◽  
The Creation ◽  
Culture Technology

This chapter examines how culture, technology, and standards intersect to create a complex environment for preservice teachers that shapes their understanding of how to teach composition. The authors draw on the cases of two undergraduate students engaged in immersive digital writing experiences to present a model called “Pose/Wobble/Flow.” This model attempts to capture the non-linear, recursive nature of teachers' professional growth by acknowledging and interrogating uncertainties, positionality, and cultural privilege. The authors recommend the creation of virtual and face-to-face communities of practice wherein preservice teachers can take up stances, or poses, toward their practice and reflect on areas in which they “wobble” with the intent of attaining provisional moments of progress in their teaching. They conclude that engaging preservice teachers in cycles of Pose/Wobble/Flow increases the likelihood that they will in turn construct learning experiences for their students that include robust opportunities for digital composing and interaction.

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