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1 – 7 of 7Madelon McCall, Kenley Ritter and Abigail Gardner
The purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical…
Abstract
Purpose
The purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical experience in promoting awareness of student diversity and supporting the acquisition of professional knowledge (Essential 2).
Design/methodology/approach
The instructional rounds were implemented in a junior-level general pedagogy course prior to formal clinical experiences. Professional development school (PDS) personnel supported the course instructors by scheduling the classroom observations, supervising groups of PSTs and debriefing the PSTs after each observation (Essentials 4 and 8). The data were collected through an end-of-course survey of 18 secondary PSTs.
Findings
There were several themes that emerged from the analysis of data. First, the study revealed that PSTs credited the variety of campuses visited as supporting their awareness of student diversity and varied instructional strategies. Second, PSTs acknowledged that the instructional rounds supported their connection of theory to practice. Finally, over 70% of the participants noted that they most enjoyed in-person experiences in different classrooms to observe students and teachers in action.
Research limitations/implications
The findings for this study were specific to the teacher preparation program (TPP) utilized for the research. Each TPP requires different coursework and clinical experiences; therefore, the inclusion of instructional rounds may not be possible in all programs. Yet, the implementation of the rounds as a PST experience prior to clinical experiences is a strategy to consider to support the preparation of PSTs for their clinical experiences.
Originality/value
This study supports the continuation of instructional rounds at the teacher preparation program where the research was conducted. This research also informs other TPPs that strive to provide early clinical experiences that support PSTs’ emerging perceptions of student diversity and applications of instructional knowledge.
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Jean A. Guillaume and Robin E. Hands
The purpose of this article is to debut a novel initiative that could potentially optimize resources that are currently constrained but, if unleashed, could help ameliorate the…
Abstract
Purpose
The purpose of this article is to debut a novel initiative that could potentially optimize resources that are currently constrained but, if unleashed, could help ameliorate the science, technology, engineering and mathematics teacher shortage. The initiative involves the reconceptualization of the National Network for Educational Renewal (NNER) tripartite model, which evolved from the work of Goodlad (1994a) and promotes cooperation and partnerships between the three important players responsible for preparing succeeding generations of competent teachers: PK-12 schools, university colleges of education and university colleges of arts and sciences (Roselle, Hands, Marino, Kilgallen, & Howard, 2021; Goodlad, 1994a).
Design/methodology/approach
The approach used in writing the article was narrative, offering a brief review of the various challenges that have had an impact on the national teacher shortage, particularly in the field of mathematics.
Findings
The study suggests that a reconceptualized NNER tripartite model can be implemented to assuage the devastating effects of the coronavirus disease 2019 pandemic on learning, offer support to an overworked teacher workforce and provide a possible math teacher recruitment pipeline by forming a life-giving partnership between a college of education, a college of arts and sciences, a local elementary school and undergraduate math club members.
Originality/value
This is an original application of the NNER tripartite model, particularly with math teacher recruitment in mind, and it is hoped that the model will be considered transferable to a variety of school-university contexts. However, additional study is required to explore the validity and replicability of this model.
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Vahide Yigit Gencten and Mehmet Gultekin
This study aims to investigate preschool teachers' perspectives on diversity in the unique educational context of Türkiye, a nation-state often underrepresented in the…
Abstract
Purpose
This study aims to investigate preschool teachers' perspectives on diversity in the unique educational context of Türkiye, a nation-state often underrepresented in the predominantly Western-centric diversity literature.
Design/methodology/approach
Recognizing teachers as critical content integrators, the study involved semi-structured interviews to explore their views on diversity within early childhood education.
Findings
Analysis of the interviews revealed two key themes: first, the challenge of maintaining nation-state ideology, where teachers balance fostering a national identity with acknowledging diverse cultural backgrounds; and second, a willingness among educators to embrace diversity, highlighting their efforts to create inclusive, multicultural classrooms.
Practical implications
The authors call for developing context-specific teacher education programs addressing diversity in depth, equipping teachers to effectively promote context-specific multicultural education that would be different from Western countries.
Originality/value
To the best of the authors’ knowledge, this study is original in researching preschool teachers’ understandings of multicultural education in a nation-state country.
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Abhishek N., Abhinandan Kulal, Divyashree M.S. and Sahana Dinesh
The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and…
Abstract
Purpose
The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.
Design/methodology/approach
The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).
Findings
The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.
Practical implications
Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.
Originality/value
Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.
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Rebecca Dei Mensah, Raphael Papa Kweku Andoh, Dorothy Amfo-Antiri, Emmanuel Essandoh and Stephen Tetteh
This study aims to examine the mediating role of trainer preparation in the effect employee trainer self-efficacy has on trainer performance.
Abstract
Purpose
This study aims to examine the mediating role of trainer preparation in the effect employee trainer self-efficacy has on trainer performance.
Design/methodology/approach
Using a census, data was collected from internal employee trainers in two universities in Ghana. In testing the hypotheses, a structural equation modelling based on 10,000 bootstrap samples was used, and the BCa confidence intervals were used to establish the significance of the hypotheses.
Findings
This study revealed trainer preparation as a complementary partial mediator in the effect trainee engagement self-efficacy and instruction self-efficacy had on trainer performance. In addition, the importance–performance map analyses demonstrated that the factor with the most importance in the model was instruction self-efficacy, yet it was not the highest-performing factor.
Originality/value
This study highlights the mediating role played by preparation in the effect of trainer self-efficacy on trainer performance. In addition, it adds to the dearth of studies that focus on employee trainers while at the same time using data from the trainers themselves.
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Senorica Yulia Sari and Sitti Fatimah
Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline…
Abstract
Purpose
Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO.
Design/methodology/approach
We employed semi-structured interviews with eight lecturers as participants. Data analysis included identifying keywords, transcribing and labeling responses, and sorting and categorizing the themes.
Findings
Firstly, our findings indicate that lecturers reported several benefits from conducting offline PO, such as identifying teaching weaknesses, learning new techniques of teaching, gaining motivation, and receiving peer feedback. Participants also agreed that synchronous online PO is feasible and may offer greater benefits, especially with the shift to online teaching. Finally, the interview data highlighted potential areas for observation in synchronous online settings, including both pedagogical and technological aspects.
Research limitations/implications
Firstly, our study did not explore the potential and focus areas of synchronous online PO based on lecturers' actual experiences. Instead, we derived these potential and focuses from their experiences with offline PO. Secondly, the potential observation areas have not been validated.
Practical implications
This study aims to contribute to the existing literature by exploring the potential of synchronous online PO and identifying key aspects for observation. Furthermore, in terms of practical implications, our findings may serve as a basis for developing validated guidelines for synchronous online PO, involving more practitioners. Additionally, lecturers and higher education institutions can consider implementing synchronous online PO to enhance teaching quality.
Originality/value
Previous literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts. Additionally, identifying potential areas for observation in synchronous online PO remains a concern.
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Sedigheh Karimpour, Majid Elahi Shirvan and Mojdeh Shahnama
The present study explores five Iranian English language teachers’ hopes by drawing on an ecological approach as its conceptual underpinning.
Abstract
Purpose
The present study explores five Iranian English language teachers’ hopes by drawing on an ecological approach as its conceptual underpinning.
Design/methodology/approach
Data were collected from narrative frames and semi-structured interviews.
Findings
Analyses of our data highlighted how teacher- and student-related factors caused fluctuations in teachers’ hopes. In addition, our findings indicated that while teachers’ past teaching experiences increased their hope, teachers’ lack of agency and economic inflation were among the most significant factors that decreased teachers’ hope in their profession.
Originality/value
This study is one of the first studies in the field of language studies with an ecological perspective on language teachers' hope.
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