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1.
An Electronic Lifeline: Information and communication technologies in a teacher education internship
Diane Mayer 《Asia-Pacific Journal of Teacher Education》2002,30(2):181-195
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools. 相似文献
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《Studying Teacher Education》2013,9(1):25-41
This paper reports a study of preservice teachers who investigated their own teaching during a field-based component of a mathematics education methods course. The course was designed to engage the preservice teachers in both mathematical and pedagogical inquiry. Analysis of video recordings of course discussions, audiotaped interviews with preservice teachers, audiotaped discussions of instructor's planning meetings, and copies of the instructor's and preservice teachers' journals identified two critical incidents that depict students' resistance to the course directions. Analysis of these critical incidents suggests that prospective teachers' interactions with their students can become the mirror through which we can investigate their interactions with us, as teacher educators, and with our course activities. In this way we might reframe the problem of resistance to one of listening—listening to the students, to each other, and to ourselves. 相似文献
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This study examines preservice teachers' conceptual understanding of global education subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. Data included 59 preservice teachers' online messages and reflective essays. Six perspectives emerged from this inquiry: global education as cultural learning and understanding, fostering tolerance, addressing global issues, teaching global connections and collaborations, promoting peace, and critical understanding of global issues and events. The findings suggest that the online discussion provided a unique opportunity for participants to interact with teachers and students from different countries in an authentic context. 相似文献
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This article exemplifies the critical initial phase of action research, problem identification, in the context of a teacher education course. After frustration arose between preservice elementary teachers (PSTs) and their instructor over classwork quality, the instructor employed reflective journaling and discussions to examine the source of the conflict. Qualitative analysis of class reports, journal entries, and discussions revealed that PSTs’ perceptions of their role in a teacher education course did not align with those of their instructor; goal orientation is used as a conceptual framework to contrast the perspectives. Implications of purposeful and methodical collection and analysis of data (in the initial stage of action research) include reframing a problem using data representing PSTs’ perspectives; allowing instructors to carefully consider possible solution strategies; providing a democratic setting for learning by giving voice to PSTs; and modeling reflective practice as a mode of conflict resolution in an authentic classroom setting. 相似文献
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This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles. 相似文献
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Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues. 相似文献
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Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements. 相似文献
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This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献
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Barbara B. Levin 《Teaching Education》2013,24(2):203-218
The present paper describes how preservice teachers constructed dilemma-based cases as part of a reflective and inquiry-oriented teacher education program. Twelve elementary education majors wrote dilemma-based cases based on critical incidents experienced during their field placements in Professional Development Schools. Examination of these data reveals that writing cases allowed these teacher candidates to resolve dilemmas they experienced during their internships, which influenced their perceptions of their roles and relationships in elementary classrooms. The process of writing cases also helped these prospective teachers to work through their feelings about these incidents and to understand the value of reflection. Content analyses of these data revealed that all of the cases centered around two typical novice teachers' concerns: (a) the preservice teacher's relationship with their cooperating teachers and students, or (b) classroom management concerns. None of the cases revolved around content or curriculum issues . 相似文献
12.
Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
13.
Lori Czop Assaf Kristie O’Donnell Lussier Shelly Furness Meagan Hoff 《The Teacher Educator》2019,54(2):105-124
In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers’ experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives the focused on the students’ community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture. 相似文献
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《Teaching and Teacher Education》2000,16(2):195-222
The extent, nature, and development of critical reflection was examined in three secondary social studies preservice teachers over the course of one semester of student teaching. Using an action research case study methodology, the researcher looked for evidence of the study participants’ deliberation about the ethical and moral basis of their work as teachers, and reflection on the broader social conditions of schooling. The study revealed limited, but significant, evidence of critical reflection and critically reflective teaching. Factors of influence are also discussed. The results lend support to the view that critical reflection can be a practical aim of preservice teacher education. 相似文献
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Linda D. Bullock 《科学教学研究杂志》1997,34(10):1019-1038
The purpose of the Gender and Ethnic Equity in Science Education (GEESE) program, conducted during the student-teaching semester, was to provide preservice science teachers with the opportunity to use clinical observations and reflection as vehicles for discovery of the disparate school experiences of the diverse students in their science classrooms. The preservice teachers examined curricular materials in use during their practicum, student and teacher behaviors, the quantity and quality of student–teacher interactions, and grouping and evaluative strategies before attempting self-analysis at the conclusion of the program. Interviews were used as the source of qualitative evidence of change in the preservice teachers' attitudes and teaching behaviors. While students approved of the program initially, they eventually dismissed issues of gender and ethnic equity as critical once they began struggling with the inadequate academic preparation of their students and scant material resources. Ultimately, the preservice teachers identified the GEESE program as useful in that it provided them with specific critical techniques, but inappropriately placed at the conclusion of their professional development sequence. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1019–1038, 1997. 相似文献
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Teachers need an understanding of the nature of science (NOS) to enable them to incorporate NOS into their teaching of science. The current study examines the usefulness of a strategy for challenging or changing teachers’ understandings of NOS. The teachers who participated in this study were 10 initial teacher education chemistry students and six experienced teachers from secondary and primary schools who were introduced to an explicit and reflective activity, a dramatic reading about a historical scientific development. Concept maps were used before and after the activity to assess teachers’ knowledge of NOS. The participants also took part in a focus group interview to establish whether they perceived the activity as useful in developing their own understanding of NOS. Initial analysis led us to ask another group, comprising seven initial teacher education chemistry students, to take part in a modified study. These participants not only completed the same tasks as the previous participants but also completed a written reflection commenting on whether the activity and focus group discussion enhanced their understanding of NOS. Both Lederman et al.’s (Journal of Research in Science Teaching, 39(6), 497–521, 2002) concepts of NOS and notions of “naive” and “informed” understandings of NOS and Hay’s (Studies in Higher Education, 32(1), 39–57, 2007) notions of “surface” and “deep” learning were used as frameworks to examine the participants’ specific understandings of NOS and the depth of their learning. The ways in which participants’ understandings of NOS were broadened or changed by taking part in the dramatic reading are presented. The impact of the data-gathering tools on the participants’ professional learning is also discussed. 相似文献
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《Africa Education Review》2013,10(2):331-344
ABSTRACTThis qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrate that while the students initially expressed reluctance and resistance to journaling, they subsequently became aware of the benefits of being consciously reflective; both for their own professional development and for the learners they taught. This outcome highlights the role of higher education institutions in the preparation of prospective teachers. 相似文献
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Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers’ critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers’ critical consciousness for teaching for social justice. 相似文献
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This case study interpreted the experiences of a teacher as she grew her coaching and mentoring practices by working with preservice teachers and participating in professional development focused on reflective coaching, mentorship, and literacy teaching. We drew on the notion of “becoming” from critical and sociocultural theories in analyzing how she constructed a teaching identity through mentoring, and how her identity enabled her to enact reflective coaching practices. Our findings outline her agentic moves to provide the preservice teacher with reflective support, rather than evaluative critique, in opposition to the surveillance and regulation that characterize many existing teacher evaluation models. 相似文献