International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Programs & Practicum
Page 3/37
367 items
21
This mixed-methods study investigates whether and how team-skills training and real-time facilitation can enhance students' learning of collaboration.
Two hundred and fifty-seven student teachers carried out a group task at two different levels of intervention.
The findings show that the intervention had a positive impact on the students’ perceived learning outcomes and on stimulating group reflection.
The authors also identified four enabling structures of the task design.
The study contributes to literature on how collaborative learning activities in higher education can be facilitated and argues that cultivating a language around the subject of collaboration is a prerequisite for developing transferrable collaborative skills.
Published: 2021
Updated: Feb. 27, 2022
22
Reflective teaching practice has long been seen as the cornerstone of early professional growth among pre-service teachers.
This article reports on pre-service teachers’ reflective practice during a teaching practicum in which pre-service teachers engaged in peer observation, self-reflection, and student teacher-mentor teacher conferencing.
Findings show that reflective practice, along with structured professional learning tasks, helps pre-service teachers harness their teacher identity and agency.
Published: 2021
Updated: Feb. 20, 2022
23
Through a service-learning project embedded within a broader framework of arts-based research, student teachers designed an artistic workshop that they implemented in a rural community centre.
This workshop allowed the creation of visual narratives that were especially appropriate to recover elders’ memories.
By means of a case study, the impact of the service-learning project developed during the training of the students was analysed.
The results enable us to ascertain students’ perceptions related to the benefits and impact of the project in their training.
Students have a positive opinion regarding the opportunity of experiencing a service-learning project that allowed them to create a documentary film where they portrayed the life histories of the elderly people. For the City Council (the partner in this project), as well as for the participants in the workshops, it was also an enriching experience that can be transferred to other contexts.
The positive effects of the project reflect student teachers’ commitment to society and opportunities for experiential learning in teacher training courses.
Published: 2021
Updated: Feb. 14, 2022
24
Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning.
While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university faculty and teacher candidates.
The research questions included:
(1) How do teacher candidates experience and perceive a co-teaching model with their faculty? and
(2) What elements of teacher candidates’ experiences during co-teaching reflect the cognitive apprenticeship model of learning?
Through this study it was identified that teacher candidates co-teaching with their faculty led to strengthened understanding of integrated STEM education, particularly in STEM content and PCK.
Making thinking visible using cognitive apprenticeship through co-teaching led to teacher candidates developing an understanding of STEM education in their personal teaching practice and building their capacity to become confident and resourceful STEM educators.
Published: 2021
Updated: Jan. 19, 2022
25
This study introduces a new approach to measure effectiveness of teacher preparation programs (TPP) at U.S. universities by examining to what extent TPPs produce employable teacher candidates.
The authors use teacher vacancy-application data in Wisconsin public schools from 2014–15 through 2016–17.
They find that attending specific TPPs makes a difference for novice teacher applicants’ hiring outcomes, but the competitiveness of these TPPs is inextricable from their geographic locales.
Their findings complement the existing acontextual and absolute TPP rankings and suggest that graduates of TPPs with strong school and community partnerships are more competitive in the local labor market.
Published: 2021
Updated: Jan. 17, 2022
26
This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education.
Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln.
Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop.
Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop.
Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.
Published: 2021
Updated: Jan. 15, 2022
27
Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators.
This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education.
The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power.
Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators’ time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.
Published: 2021
Updated: Dec. 22, 2021
28
This article reports on a collaborative self-study conducted by the authors (two teacher educators) as they attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19.
Due to the pandemic, they were required to conduct their teacher education courses synchronously online through video-conferencing software.
Although this mode of instruction allowed them to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for them.
Through self-study, they aimed to improve their online teaching practices by enacting a pedagogy of care during one full semester.
They detail their attempts to conceptualise a pedagogy of care for the online classroom, begin their courses from a position of care and prioritize and maintain care throughout the semester.
They also present the ongoing challenges they experienced in implementing a pedagogy of care online.
While recognising that everyone has been affected by COVID-19 in different ways, they hope through sharing their experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.
Published: 2021
Updated: Dec. 22, 2021
29
In this study, the authors document pre-service teachers’ (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements.
They also test whether these opportunities vary by the level of participants’ perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms.
They analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms.
In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors.
Published: 2021
Updated: Dec. 16, 2021
30
This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree programme as an identity reconstruction process.
The authors study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience.
Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity.
From the narrative analysis of the participants' stories about the programme, they found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality.
Throughout this process, the participants' understanding of their identities and practices evolved.
The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes.
This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.
Published: 2021
Updated: Nov. 22, 2021