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1.
Assessing Online Discussions Working ‘Along the Grain’ of Current Technology and Educational Culture
Kate Hawkey 《Education and Information Technologies》2004,9(4):377-386
The paper reports a case study assessing asynchronous text-based online discussion amongst trainee teachers in Britain. It describes the project as working along the grain of current technology and educational culture since it aims to exploit the capabilities of the ICT used (e.blackboard1) in ways which could be enacted in schools today whilst at the same time giving due attention to modify the constraints of time, place and hierarchy that the ICT revolution threatens in schools. Quantitative and qualitative results are discussed. The relationship between ICT and the wider social, political and cultural context is also discussed. The paper concludes with areas for further research and points to the need to review current assessment cultures in schools. 相似文献
2.
Michael Hammond 《Technology, Pedagogy and Education》2013,22(3):331-346
Abstract This article explores the growing interest in the use of asynchronous text-based discussion to support the professional development of teachers and other occupational groups. It describes a post-degree course in which teachers, lecturers and librarians at local schools and colleges used on-line forums to share and reflect on their professional knowledge. The particular focus of the article is on the experiences of forum participants and the opportunities which on-line discussion provides for their professional learning. The discussion in the article is developed around an extract from a forum and focuses on the initiating of on-line discussion, what participants might learn by taking part, and the style of contributions. The article suggests that electronic forums have huge potential for developing professional knowledge in that participants have opportunities to articulate ideas, have access to other information and other viewpoints and can seek clarification from colleagues. However, the process of discussion is not straightforward. Participation cannot be easily structured, contributors may prefer different styles of messages and text-based communication may not be appropriate for some kinds of discussion. On-line discussion is then valuable and complex. 相似文献
3.
The main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher education courses at an Asian Pacific university. Forty-one graduate students participated in Study I. After the online discussions (both audio-based as well as text-based) had ended, qualitative data via student reflections were collected. Results revealed that audio-based discussions have six distinct perceived affordances compared to text-based ones. Interestingly, despite the reported affordances, more than half of the students reported that they preferred to use a text-based discussion if given a choice. The main reasons for their preference were explored. In Study II, 42 undergraduate students took part. Similar to Study I, participants in Study II also indicated that they felt more comfortable using a text-based discussion. The reasons for their preference were also discussed. Directions for future research are proposed. 相似文献
4.
Matthias Baumgartner 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1135-1155
This intervention study examines the different effects that work on video- or text-based teaching cases has on improving feedback-related performance (dependent variable) for trainee PE teachers. Within a teaching-learning arrangement, one group (n?=?24) worked with video-based teaching cases while another group (n?=?9) worked with text-based ones. In addition, both groups completed a school practicum. Additionally, a control group (n?=?23) completed the practicum, without any teaching case intervention. The quality of the feedback-related performance of the trainee PE teachers was recorded using video vignettes both before and after the respective interventions and then evaluated on the basis of an external assessment (expert rating). The results show that the work on video- and text-based teaching cases was effective, but that the videobased procedure had more of an impact, with a high level of practical significance. The control group was unable to improve on the basis of the placement within a school. The results demonstrate their usefulness for future training and competence diagnostics. 相似文献
5.
Megan Loveys 《Support for Learning》2022,37(1):161-172
This article reports on a small-scale research study utilising semi-structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and hopefully improve, the practice of inclusive teaching and learning. More research is necessary to explore the intricacies of inclusion in the Primary School as the concept is a controversial one. This article makes no claim to uncover the entire ‘story’ of inclusion; rather it offers areas for thought and consideration which will lead and contribute to the ongoing discussion and evaluation of ways of improving the learner experience from the perspective of Primary age-range trainees. 相似文献
6.
Abstract There is a growing recognition within higher education institutions of the importance of teaching as a core activity for trainee academics. This paper outlines and reports on a scheme which has been established to address the needs of postgraduate researchers who wish to build a career as university teachers. The scheme, now under review at the close of its first year of operation, is one which provides a potential model for other institutions. The paper includes extracts from a frank discussion involving participants in the scheme and highlights some of the practical difficulties which have occurred, in addition to the many benefits which are both expected in the future as well as some which are currently accruing 相似文献
7.
《师资教育杂志》2012,38(1):65-77
This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to consider what this reflection on practice might offer to the education of teachers in the current UK training context. The context for the paper was a project which engaged pre-service trainee teachers in researching the proposition that automaticity in handwriting plays a role in facilitating composing processes and that the automaticity of early writers can be trained. Some outcomes of the project for pupils are reported. The focus in the present paper is, however, on the participating trainee teachers and the paper suggests that conducting research was a significant learning event for these pre-service teachers and that, through working together, they were able to analyse their development as researchers and their learning during the research process. At a time when the English government views teacher training as a method of school improvement and the effectiveness of training is measured through its immediate impact on pupil outcomes, this study offers an example of how shared research can offer positive learning outcomes for pupils, develop the reflective thinking of pre-service teachers through researching a real problem, and develop links across a range of school and university settings. 相似文献
8.
Michael Hammond 《Technology, Pedagogy and Education》2013,22(1):29-42
Abstract This article reports on teaching information and communication technology (ICT) as a subject. It arises out of research carried out with ICT trainee teachers during their initial training and their first years of teaching. The backgrounds of four cohorts of new ICT teachers are described along with levels of retention in teaching. The associations that trainee and new teachers make with their subject are then explored. It was found that specialist ICT teachers see ICT as a practical subject offering pupils scope for variety and control over their learning. A key, and they felt unique, feature of ICT was its ever-changing nature. The research explores the planning and teaching of ICT and features of ICT subject knowledge. The article concludes by highlighting the continuing shortages of specialist ICT teachers in school and the need to support the career development of those teaching ICT. 相似文献
9.
Carmen Mohamed 《Education 3-13》2019,47(1):74-88
It has been vigorously argued over decades that trainee teachers hold entrenched, stereotypical attitudes and beliefs about diverse groups of pupils. These assumptions have been shown to create discriminatory teaching practice which affects the educational attainment of pupils as young as five. This article reports on a study of the complex issues involved in challenging trainee teacher assumptions in an attempt to address the cycle of perpetuating stereotypes. The study was carried out within the context of Initial Teacher Training during a 10-month primary PGCE programme at an English university. The professional reflections of a participant sample of trainee teachers were analysed to ascertain the participants’ awareness of their own socio-cultural beliefs and assumptions and how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for all teacher training programmes that attempt to ensure educational equality for children. 相似文献
10.
《师资教育杂志》2012,38(4):446-460
ABSTRACTAn uncertain world characterised by the complexity associated with ‘Wicked’ problems presents formidable challenges for the preparation of teachers. This paper reports on one cycle in a larger action research project in which subject specialist trainee teachers worked in inter-disciplinary groups to design and run classroom-based workshops on climate change for pupils aged 12–14. While the project sought to explore interdisciplinary working, subject specialisms and their values were not abandoned, recognising that diversity can lead to more powerful, collective knowledge being generated. The Wicked problem of climate change was initially examined from different subject perspectives, identifying the opportunities that the work afforded in each subject, along with the challenges that accompanied them. The findings suggest that trainee teachers valued the collaboration and the opportunity to develop different pedagogical approaches used by different subjects. The framing of the project around a Wicked problem supported trainee teachers in understanding that no one subject had an authoritative prerogative over the topic while the disquiet that the interdisciplinary project provoked, in some cases, served to instigate new transformative learning which stretched beyond traditional disciplinary boundaries. 相似文献
11.
This paper reports on qualitative findings from the larger Safe Schools Longitudinal Study and explores what trainee teachers understand by the term ‘bullying’, its prevalence, and the barriers to responding to it. Twenty-four teacher trainees at an Initial Teacher Education programme in Scotland took part in two waves of qualitative interviews three years apart. Findings show trainee teachers use the term ‘bullying’ to cover a range of behaviours - with uncertainty around whether verbal insults are bullying. Key factors that impact teacher responses are discussed - with the attitude of the head teacher being pivotal to school climate. 相似文献
12.
The quantity, quality and fitness for purpose of much school practical work has come in for some criticism. This paper reports
on questionnaire and interview studies with trainee science teachers. The study examined the reasons and justifications that
teachers give for the way in which they conduct practical work. The particular focus is on counter-normative behaviour and
what the behaviour indicates about the status of empirical work and the purpose of evidence in science classrooms. The questionnaire
was completed by 40 trainee teachers. The analysis of the questionnaire determined the number of teachers who had produced
results fraudulently either on their own initiative or had been initiated into it by experienced teachers and/or laboratory
technicians. From the questionnaire we were able to select a small sample who we interviewed in order to unpack further the
questionnaire responses. In discussing our data, a case for the re-evaluation of practical work in science education will
be made and it will be argued that science teacher behaviour is best understood anthropologically. Possible implications for
mentoring and school based training are mentioned briefly. 相似文献
13.
14.
Caroline Coffin Clare Painter Ann Hewings 《International Journal of Educational Research》2005,43(7-8):464-480
Argumentation can be defined at different levels and serve different purposes, but its role in knowledge understanding and construction has given it a central place in education, particularly at tertiary level. The advent of computer-supported text-based conferences has created new sites where such educational dialogues can take place, but the quality of the interaction and whether it is serving its educational purpose is still uncertain. This paper reports on a framework of analysis that has been developed to illuminate the arguing process within an asynchronous electronic conferencing environment, showing how it is both similar to, and different from, argumentation in the more traditional forums of multi-party, face-to-face discussion and traditional written essays. The framework develops earlier work by the authors and is applied to two electronic conferences within the same postgraduate course, comparing overall patterns of argumentation. Findings are presented on the extent to which the technology of electronic conferencing shapes and supports students’ participation in academic literacy practices relating to argumentation, proposing, at the same time, that the teaching strategy adopted by the lecturer is also an important variable. 相似文献
15.
《Journal of research on educational effectiveness》2013,6(3):231-263
Abstract This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07). 相似文献
16.
《Education 3-13》2012,40(4):433-444
This paper reports on an EU-funded project (Ref: 134244-2007-UK-COMENIUS-CMP) that explored the impact of technology, notably video-conferencing, on primary school children's language learning in England, France and Spain. Data were gathered from the children in the project, their teachers and also from trainee teachers placed in the schools. The findings suggest that this technology offers real benefits in the development of intercultural understanding, increases motivation and has interesting implications for language learning processes. 相似文献
17.
This interview-based qualitative study is concerned with the recruitment of secondary teachers in Malawi. This study shows a range of perspectives for pursuing a teacher training course: failure to follow a desired career, springboard to other careers, to upgrade, and teaching out of vocation. It shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers. Teacher educators and policy makers need to consider the perspectives of trainee teachers to reduce resource wastage and support trainee teachers appropriately. 相似文献
18.
This paper describes an evaluation of a simple electronic simulation of sensorineural hearing loss intended to raise the awareness of mainstream trainee teachers during role play as both teacher and hearing-impaired pupil. In the wake of the continuing commitment to integration, it is hoped that such a device can improve the preparation of mainstream trainee teachers for their role as teachers of the hearing impaired. Twenty-four trainee teachers experienced both roles during the simulation, and their comments were scored by an expert panel for their importance. It was found that participants achieved a significant increase in awareness during their two five-minute simulated experiences of being a hearing pupil and teaching a hearing-impaired pupil. The experience of learning as a pupil with a simulated impairment was demonstrated to be as valuable as teaching a pupil with a simulated impairment, although there were differences with respect to the types of issues highlighted. 相似文献
19.
《师资教育杂志》2012,38(2):153-168
This paper reports on the results of a qualitative study that explored the experiences of one group of pre‐service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the paper examines how participation in an action research project by one group of pre‐service English language teachers in Hong Kong shaped their experiences of becoming teachers. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse. Implications for teacher education and future research are also discussed. 相似文献