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Open Access
Article
Publication date: 5 June 2023

Jess Smith, Ryann N. Shelton, Nate Scholten and Madelon McCall

The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.

Abstract

Purpose

The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.

Design/methodology/approach

This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.

Findings

The findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.

Originality/value

This study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.

Details

School-University Partnerships, vol. 16 no. 1
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 29 August 2023

Vilja M.R. Levonius and Eveliina Saari

This paper aims to introduce the Empatia video reflection method, designed to enhance care workers’ awareness of empathic care. The method makes the quality of care visible, which…

Abstract

Purpose

This paper aims to introduce the Empatia video reflection method, designed to enhance care workers’ awareness of empathic care. The method makes the quality of care visible, which is needed when digitalization efforts in elder care focus on the efficiency and adequacy of care work.

Design/methodology/approach

The Empatia method leans on previous studies of the interaction between care professionals and clients and elaborates further previous video reflection methods. In empathic care work, the care worker sees the client on their life continuum, rather than focusing on only medical treatments.

Findings

The empirical example demonstrates how a care worker gained awareness of their empathic interaction habits. Within the work community, the reflection process sparked discussions on values: the purpose of care work and how to conduct empathic care. Focusing on empathic relationships in care fosters both the client’s and the care worker’s well-being.

Practical implications

The strength of the Empatia method is that it makes empathy visible in interaction and something that is individually and collectively learnable. The Empatia includes an analytical tool for researchers to reveal empathy in client interaction. It can be developed further into a reflection tool for service work to learn how to be empathic in service encounters.

Originality/value

Compared to other video-stimulated recall methods, the Empatia involves contextual understanding of care work. Empowering positive interactions instead of detecting errors and solving problems is a novel concept and is scantily used in studies of organizational learning. The Empatia provides a detailed method description that allows for the replication of the method by anyone.

Details

Journal of Workplace Learning, vol. 35 no. 8
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 22 January 2021

Stefan Hrastinski

Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use…

4627

Abstract

Purpose

Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.

Design/methodology/approach

This article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.

Findings

While the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.

Practical implications

The identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.

Originality/value

Little attention has been paid to the use of digital tools to support teacher professional development in lesson studies.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 7 August 2023

Jijing Qian, Jialing Shang and Lianyi Qin

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining…

Abstract

Purpose

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

Design/methodology/approach

This study combines scoping and systematic review based on the PRISMA paradigm.

Findings

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

Research limitations/implications

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practical implications

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

Originality/value

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 13 July 2023

Songming Feng, Adele Berndt and Mart Ots

Building on Kavaratzis and Hatch’s (2013) identity-based place branding model, this paper aims to explore the spatial and social dimensions of the place brand identity formation…

1346

Abstract

Purpose

Building on Kavaratzis and Hatch’s (2013) identity-based place branding model, this paper aims to explore the spatial and social dimensions of the place brand identity formation process and how residents used social media to participate in the process of shaping a city brand during a crisis.

Design/methodology/approach

Adopting an interpretive and social constructionist approach, this study analyses a sample of 187 short videos created and posted by Wuhan residents on the social media app Douyin during a COVID-19 lockdown. The authors read the videos as cultural texts and analysed underlying social processes in the construction of place brand identity by residents.

Findings

This study develops an adapted conceptual model of place identity formation unfolding in four sub-processes: expressing, impressing, mirroring and reflecting, and each sub-process subsumes two dimensions: the social and the spatial. In addition, this study empirically describes how residents participated in place branding processes in two ways, namely, their construction of city brand identity via communicative practice and their exertion of changes to a city brand during a crisis. The model reveals how place brands emerge and can be transformed.

Originality/value

This paper amplifies Kavaratzis and Hatch's (2013) identity-based place branding model by testing it in an empirical study and highlighting the social and spatial dimensions. This paper contributes to research about participatory place branding by exploring how residents participated in the place branding process. This study analysed short videos on social media, a new communication format, rather than textual narratives dominating past studies.

Details

Journal of Place Management and Development, vol. 16 no. 3
Type: Research Article
ISSN: 1753-8335

Keywords

Open Access
Article
Publication date: 14 May 2020

Linda Plantin Ewe

The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional…

4981

Abstract

Purpose

The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher–student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study.

Design/methodology/approach

Participants were 19 lead teachers (swe: förstelärare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns.

Findings

The majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention.

Research limitations/implications

The lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose.

Practical implications

The research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development.

Originality/value

The study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 12 December 2023

Cristina A. Huertas-Abril and Francisco Javier Palacios-Hidalgo

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the…

Abstract

Purpose

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.

Design/methodology/approach

Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.

Findings

Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.

Practical implications

COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.

Originality/value

This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 4 December 2017

Simon Ellis Poole

As an exploration of how “impact” might be reconsidered, the purpose of this paper is to suggest that current contemporary understandings of “impact” fail practice and research by…

Abstract

Purpose

As an exploration of how “impact” might be reconsidered, the purpose of this paper is to suggest that current contemporary understandings of “impact” fail practice and research by obscuring the space for reflexive criticality that is crucial for an individual or organisation to flourish. That it thus leads to an already predefined enculturated understanding of “impact”.

Design/methodology/approach

Offering some interrogation and folkloristic analogy of the meaning of “impact”, three brief expositions of differing arts-based práxes concerned mainly with reflection and connection, are then discussed through the lens of Ricœur’s et al. (1978) conflation of the hermeneutical process with phenomenology.

Findings

It is suggested that the implications of restoring, refreshing, or representing “impact” give license to a personal/professional revitalisation, and that reformulating an understanding of “impact” through re/search might offer a potential pedagogic tool, and alternative organising feature.

Originality/value

Through the introduction of inter-disciplinary thinking and práxes, the paper offers novel autoethnographic arts-based methods for personal, professional and organisational development and growth.

Details

Journal of Work-Applied Management, vol. 9 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 17 June 2020

Mona Holmqvist

Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities…

3968

Abstract

Purpose

Collaborative professional development for inclusive teaching is a limited area of research, although there is an extensive need for special educational needs and disabilities (SEND) teachers. Research findings of how teachers’ professional development can contribute to support the development of powerful learning situations for all students are presented in this special issue. The aim is to contribute to the knowledge of how the use of lesson study can develop teachers’ capabilities to offer high-quality education for students with SEND.

Design/methodology/approach

The guest editor presents each of the papers and introduces key themes and concepts.

Findings

The collection of papers is divided into two themes; the first has a focus on lesson study used by teacher educators during SEND in-service training. In this theme, the teachers are the students who are studying different fields of SEND, supported by teacher educators. The second theme studies different forms of lesson studies carried out by researchers and teachers in the collaboration focused aspects of content that are of importance for students in SEND.

Research limitations/implications

The papers focus on areas of education with a limited research tradition, and as a result, the studies may be seen as starting points for further research. The results so far lack generalisability. Therefore, the researchers have to test the findings further under different conditions and with wider groups of teachers and students.

Practical implications

The results of the papers can be used to develop both SEND teacher education, and collaborative professional development for in-service SEND teachers. This issue will, therefore, be of interest to school and system leaders.

Originality/value

The papers contribute initial findings from an under-researched area and also combine lesson study with methods and designs not previously explored.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 28 September 2022

Nancy Doyle and Emily Bradley

An applied study using convenience data was conducted to compare the experiences of neurodivergent adults undergoing workplace coaching before and during the pandemic.

1966

Abstract

Purpose

An applied study using convenience data was conducted to compare the experiences of neurodivergent adults undergoing workplace coaching before and during the pandemic.

Design/methodology/approach

The naturally occurring opportunity permitted a comparison of face-to-face and remote coaching in three cohorts, pre-pandemic (100% face-to-face), forced-remote (100% remote) and choice (remote or face-to-face; 85% selected remote). A total of 409 participants self-reported performance before and 12 weeks after completing an average of 11-h coaching.

Findings

Significant differences between before and after scores for performance, with large effect sizes, were reported for all three cohorts across six dependent variables: memory, time management, organisational skills, stress management, understanding neurodiversity and concentration. There was no significant difference between the cohorts in terms of the magnitude of the effect. There were significant differences between the cohorts in terms of which topics were chosen as foci for the coaching, with executive functions related topics becoming less popular in the choice cohort.

Research limitations/implications

The authors abductively reasoned the results to suggest a positive relationship between personalised environments and cognitive demands for this client group. They call for further, theoretically grounded research exploring the role of coaching and environment in understanding the work performance of neurodivergent adults at work.

Originality/value

The study contributes to the emerging knowledge on the different experiences of in-person and video-mediated coaching. The focus on neurodivergent employees, which are heretofore less well researched within the workplace, provides essential data to support practitioners in maximising opportunity for a marginalised group.

Details

Journal of Work-Applied Management, vol. 15 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

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