Remote University Supervision of Student Teachers

This chapter outlines the shift of a U.S.-based university teacher preparation program from in-person supervision of student teachers to fully remote supervision during the global COVID-19 pandemic. Strengths identified in the shift to remote supervision include elimination of travel to school sites, modest cost savings, improved frequency and scope of feedback provided by university supervisors, increased flexibility in timing and nature of observations, and the use of recorded videos for reflection. Challenges identified include the need for ongoing professional development among all parties, missing school and classroom context, and weaker relationships between university supervisors and K-12 mentor teachers. The chapter makes recommendations for university teacher education programs considering a shift to remote supervision of student teachers, including provision of professional development, implementation of video coaching cycles, and explicit planning for relationship development with K-12 school partners.

Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

Online ELT Practicum: Views of Student Teachers, Cooperating Teachers and Faculty Supervisors

Teaching practicum is a vital and challenging phase of English Language Teaching (ELT) teacher education in which student teachers experience their first teaching practices In line with the global pandemic status quo, official regulations that leaded educational activities at state primary schools and universities to be carried out online, have also changed the modes and means in the practices and experiences of in-service and pre-service ELT teachers. Therefore, in respect of three participant groups of the practicum process as student teachers, cooperating teachers and university supervisors, it is essential to examine the impact of this new coercive teaching practice system on them. This study attempts to gain insight into the teaching practicum period that ELT student teachers, cooperative teachers and university supervisors cooperatively carried out fully online through English lessons administered by state primary schools. The results elicited by the participants’ views on online practicum revealed that pupilrelated issues like their low attendance and participation in online English lessons and technological problems such as internet access or computer-related malfunctions were compelling factors for student teachers and cooperative teachers. Regarding practicum performances, cooperative teachers confirmed student teachers’ technological skills and the use of a variety of web 2 tools in their practices was found as an opportunity for student teachers to develop their teaching skills.

edTPA During Student Teaching: PETE Teacher Candidates’ Experiences and Future Support

Many physical education teacher education programs require teacher candidates to successfully complete edTPA during student teaching. Considering that research remains sparse regarding best practices in edTPA, the purpose of this study was to understand the experiences of teacher candidates completing edTPA during student teaching and of university supervisors supervising teacher candidates during the process. Twenty-four teacher candidates and 11 university supervisors participated in a focus group discussion for approximately 1 hr. Data were analyzed and categorized as (1) negative experiences, (2) positive experiences, and (3) future support. Overall, the teacher candidates felt that completing edTPA diminished their student teaching experience, as it was tedious and time-consuming pertaining to technological difficulties in videotaping, video processing, and video uploading. Nonetheless, the participants felt that completing edTPA was valuable in providing teacher candidates with detailed feedback to improve on their pedagogical skills. Future support for teacher candidates includes integrating edTPA early in their curriculum of study to better prepare them to successfully complete edTPA during student teaching. The university supervisors felt that with more in-depth training in edTPA and experience supervising teacher candidates on edTPA, they would be more competent in the future. Subscribe to TPE

Exploring perceptions of pracademics in an Arab context

PurposeThis study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.Design/methodology/approachNarrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.FindingsNarrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.Originality/valueThe study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.

Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method

The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

Preparing secondary teacher candidates to teach academic English

In this qualitative study, mainstream teacher candidates in a secondary teacher education program were asked to incorporate academic English instruction into their lesson planning and implementation in fieldwork placement classrooms. Teacher candidates attended a training session in which one method for identifying academic English features was taught. Artifacts, classroom observations, and interviews from four teacher candidates were analyzed to determine what features of academic English were identified and how these were taught to high school students. While all four teacher candidates accurately identified features of academic English in their lessons, only two participants taught features of academic English to students. The experiences of the participants illustrated that teacher candidates need, in addition to the ability to identify features of academic English, knowledge about how to teach language, a commitment to teaching language in their lessons, and the support of university supervisors and supervising practitioners who possess the same knowledge and commitment.

Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education

PurposeSocial constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face-to-face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs.Design/methodology/approachThe methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.FindingsOverall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.Research limitations/implicationsThis research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.Originality/valueThis research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.

Preparing New Catholic School Educators for Inclusive Schools: An Analysis of University and Diocesan Teacher Training Research

Educators can improve the academic and socioemotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from diverse backgrounds and experiences—such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socioeconomic challenges. To learn more about this topic, a Catholic university and local diocese partnered to examine the literature on the impact of Catholic teachers in under-resourced schools; practices for training Catholic educators with skills to meet the needs of all learners; and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The literature review was organized using the three pillars of the University Consortium of Catholic Education: service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and support for teachers