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Book part
Publication date: 28 September 2011

Donguk Cheong, Youngkyun Baek and Hoe Kyeung Kim

This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate…

Abstract

This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate potential of Second Life® as a space for teaching practices of pre-service teachers. The participants were 160 college students who were completing a practicum at Korea National University of Education. These students enrolled in four sections of teaching methods and educational technology, which was one of the requirements for their teaching certificate. The students were placed in groups of three to five students according to their majors. In Second Life, they practiced their teaching and participated in the evaluation of other groups' teaching. They discussed Second Life's potential, such as a space for expanding their teaching experiences and explored possibilities for using it as an environment for teaching practices. The authors believe that readers will find that Second Life can offer a valuable environment to promote pre-teachers' understanding of teaching techniques.

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

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Book part
Publication date: 24 June 2013

John Loughran, Fred A.J. Korthagen and Tom Russell

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples…

Abstract

Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.

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From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Book part
Publication date: 6 May 2015

Ruth Freedman, Diane Salmon, Sophie Degener and Madi Phillips

To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of…

Abstract

Purpose

To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices.

Methodology/approach

The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design.

Findings

Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility.

Practical implications

Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

Book part
Publication date: 9 May 2017

Juhani Lehtonen, Auli Toom and Jukka Husu

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study…

Abstract

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

Keywords

Book part
Publication date: 18 September 2014

María Estela Brisk, Anne Homza and Janet Smith

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent…

Abstract

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent teaching practices. Specifically, this mixed methods retrospective study examines graduates’ reports of their current teaching practices as well as their perceptions of the Teaching English Language Learners (TELL) program’s impact on these practices. Multiple-choice survey data were analyzed quantitatively to identify trends among reported practices and perceptions. Open-ended survey and interview data were analyzed qualitatively to identify interrelated themes within teachers’ detailed, first-hand accounts of their pre-service and in-service experiences. The results showed that there was variety with respect to whether particular linguistically responsive practices were routine, used occasionally, or rarely. There was also a difference with respect to whether such practices were perceived to be the result of having participated in the program. Notably, the most frequently used practices attributed to the TELL program involved teaching language (TL) to facilitate content learning. Other aspects of the teacher preparation program supported effective practices for academic content learning, but only TELL coursework and experiences facilitated practices that emphasized academic language development. These results suggest that programs created to improve the preparation of teachers to work with bilingual learners in mainstream classroom contexts must make a special effort to develop teachers’ skills in regard to language teaching, especially practices that focus on language beyond the word-level. There are limitations to the study because of the small number of participants and the fact that they were self-selected as program participants.

Details

Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-265-4

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Article
Publication date: 29 July 2021

Mariandri Kazi

The paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the…

Abstract

Purpose

The paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the instructional leadership practices, namely teaching evaluation, and seeks to investigate the influence on the effective teacher practices and on the achievement of 6th grade primary school students studying mathematics in the Cyprus educational system.

Design/methodology/approach

A quantitative research approach was deemed appropriate and employed for the purpose of the research subject, and in particular for the type of questions studied. Data were collected from 81 principals, 139 6th grade teachers and 1,553 students in the Cyprus educational system. In addition, data analysis was performed using structural equation models (SEM).

Findings

The instructional leadership approach assumes that principal evaluations influence high learning outcomes. Findings demonstrated that the principal evaluation has a positive and statistically significant impact on effective teaching practices and student achievement.

Originality/value

It is important to acknowledge that in the Cyprus educational leadership field the corellation among the instructional leadership, the effective teaching practices of teachers and the students achievements were not examined through the above parameters. Furthermore, the survey provided important insights into the principals, teachers, pupils and, more generally, on Cyprus's educational policy.

Details

International Journal of Educational Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 12 January 2021

Qing Xie

In light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.

Abstract

Purpose

In light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.

Design/methodology/approach

The study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.

Findings

The study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.

Originality/value

Informed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.

Details

Education + Training, vol. 63 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 July 2014

Rachel G. Ragland

An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of…

Abstract

An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of pre-service teacher preparation for social studies teachers. Cohorts of candidates participated in a five-year project while enrolled in a discipline-specific capstone senior methods course and subsequent student teaching experiences. Candidates were surveyed and interviewed concerning their use of, and feelings about, twelve instructional strategies developed with a focus on authentic history pedagogy. Surveys were administered three times: before the secondary social studies methods course, after the methods course, and after student teaching. A variation on the Concerns-Based Adoption Model was used to measure the levels of use and stages of concern of the candidates. Artifacts of practice, including lesson plans from a model unit plan and actual student teaching, also were analyzed to document use of the strategies. Results indicate an increasingly high level of implementation of and comfort with the strategies, as well as the developmental nature of the process. Implications and recommendations for pre-service activities in history teacher education are presented.

Article
Publication date: 9 July 2020

Hasan Mohsen Alwadi, Naashia Mohamed and Aaron Wilson

This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of…

Abstract

Purpose

This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.

Design/methodology/approach

Following a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.

Findings

The main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.

Originality/value

The study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 12 March 2018

Heather Nadia Phillips and Rajendra Chetty

The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a…

Abstract

Purpose

The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better tuition experience for students. The paper aims to discuss these issues.

Design/methodology/approach

This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four South African education faculties was included. Semi-structured and focus group interviews were used to collect data from fourth-year BEd students, lecturers and in-service practitioners.

Findings

The findings indicated that the participants believed that the lack of actual classroom experience, and ineffective organisation of teaching practice, resulted in students feeling ill-equipped. Suggestions are made to improve the organisation of teaching experience and mentorship programmes.

Originality/value

This is an original research paper and it has value for teacher education.

Details

Education + Training, vol. 60 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

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