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Book part
Publication date: 28 September 2011

Pre-Service Teachers' Teaching Practice in Second Life®

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…

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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
DOI: https://doi.org/10.1108/S2044-9968(2011)0000004008
ISBN: 978-1-78052-053-7

Keywords

  • Teaching practice
  • pre-service teacher education
  • Second Life
  • virtual worlds

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Article
Publication date: 12 January 2021

Applying vocational education and training pedagogy in business English courses for China's English major undergraduates

Qing Xie

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

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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. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/ET-07-2020-0183
ISSN: 0040-0912

Keywords

  • Vocational education and training pedagogy
  • Business English courses
  • English major undergraduates
  • China

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Book part
Publication date: 24 June 2013

Chapter 28 Teacher Education that Makes a Difference: Developing Foundational Principles of Practice

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…

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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.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
DOI: https://doi.org/10.1108/S1479-3687(2013)0000019031
ISBN: 978-1-78190-851-8

Keywords

  • Preservice teacher education
  • teacher education curriculum
  • teacher effectiveness
  • teaching effectiveness
  • teaching practice
  • evidenced-based practice

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Book part
Publication date: 6 May 2015

Using Teaching Videos in the Adaptive Cycles of Teaching

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…

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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
DOI: https://doi.org/10.1108/S2048-045820150000005013
ISBN: 978-1-78441-676-8

Keywords

  • Teacher preparation
  • practice-based theory
  • core literacy practices
  • habits of mind
  • adaptive expertise
  • balanced literacy

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Article
Publication date: 9 July 2020

From experienced to professional practitioners: a participatory lesson study approach to strengthen and sustain English language teaching and leadership

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…

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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
DOI: https://doi.org/10.1108/IJLLS-10-2019-0072
ISSN: 2046-8253

Keywords

  • Participatory lesson study
  • Bahrain
  • English language teacher
  • Mentoring
  • School-based professional development

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Book part
Publication date: 9 May 2017

Uncovering Moral Aspects in Inclusive Co-Teaching

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…

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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
DOI: https://doi.org/10.1108/S1479-363620170000009007
ISBN: 978-1-78714-153-7

Keywords

  • Co-teaching
  • teacher learning
  • moral beliefs
  • inclusive co-teaching practices

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Book part
Publication date: 18 September 2014

Preparation to Practice: What Matters in Supporting Linguistically Responsive Mainstream Teachers

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…

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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
DOI: https://doi.org/10.1108/S1479-368720140000021006
ISBN: 978-1-78441-265-4

Keywords

  • Teacher preparation
  • sheltered English immersion
  • linguistically responsive teaching
  • teacher preparation for diverse learners

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Article
Publication date: 12 March 2018

Enhancing teacher training skills by strengthening the teaching practice component

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…

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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
DOI: https://doi.org/10.1108/ET-02-2017-0024
ISSN: 0040-0912

Keywords

  • Teacher education
  • Practice teaching

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Article
Publication date: 12 October 2020

Library instruction and information literacy 2019

Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey Gardner, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated…

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Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

Findings

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 48 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/RSR-08-2020-0057
ISSN: 0090-7324

Keywords

  • Information literacy
  • University libraries
  • Library instruction
  • Academic libraries
  • School libraries
  • Public libraries

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Book part
Publication date: 5 May 2017

Pedagogical Orientations and Foundations in the Discourse Emanating from the OECD’s TALIS Initiative

Anthony Cerqua, Clermont Gauthier and Martial Dembélé

More than ever before, globalization has linked the socioeconomic development of nations to the performance of their educational systems. One of the consequences of this…

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Abstract

More than ever before, globalization has linked the socioeconomic development of nations to the performance of their educational systems. One of the consequences of this new focus on improving the quality of teachers is the acknowledgment of the importance of engaging more directly with what is at the center of action, that is, pedagogy (Alexander, 2008). In this perspective, we conduct research aimed at describing, analyzing, and establishing a critical portrait of the scientific bases of the pedagogical choices made by three major international organizations (OECD, UNESCO, and World Bank) with respect to teacher education and development. In terms of methodology, we conducted a fine-grained analysis of the documents produced in the framework of TALIS and semi-structured individuals interviews with five staff members of OECD. The idea of pedagogical pluralism constitutes a rhetorical artefact through which constructivist teaching approaches are favored.

Details

The Impact of the OECD on Education Worldwide
Type: Book
DOI: https://doi.org/10.1108/S1479-367920160000031003
ISBN: 978-1-78635-539-3

Keywords

  • Pedagogy
  • TALIS
  • teacher quality
  • international organizations
  • pluralism
  • constructivism

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