International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Learning environments
Page 1/3
24 items
1
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management.
A total of 134 student teachers analyzed classroom management from one of three different perspectives:
36, from an observer perspective by viewing videos of unknown teachers (TG-V);
46, from only a protagonist perspective by remembering own teaching (TG-T);
and 52, from both a protagonist and an observer perspective through videos of their own, their peers, and unknown teaching (TG-VT).
An untreated control group (CG) received no classroom management training.
Learning gains were investigated in a quasi-experimental pre–post–follow-up design using a mixed-methods approach.
Results showed that all interventions fostered strategic knowledge of classroom management.
Analyzing videos from own and unknown teachers (TG-VT) had the strongest positive effect on professional vision, but analyzing own teaching from memory also had higher effects on professional vision and multiperspectivity than analyzing stock videos.
Published: 2020
Updated: Dec. 20, 2021
2
Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson’s Monticello to see how their work at historic sites affected their practice upon return to their classrooms.
Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, professionals, and learners in communities of practice.
Results explore a range of outcomes related to content, pedagogical content knowledge, working with peers, interactions with the historic site, and a willingness to reconsider historical information.
The discussion offers a consideration of the network of HSBPDs as a cumulative system and the ways in which teachers’ on-site work can deepen our understanding of working with complex historical sources and make larger curricular changes.
Published: 2020
Updated: Oct. 27, 2020
3
This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Published: 2016
Updated: Nov. 01, 2017
4
The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Published: 2015
Updated: Sep. 05, 2017
5
This study is an investigation of field placements in after-school community-based organizations (CBOs) within one teacher education program. The author examined literacy-related activity and learning opportunities available to preservice teachers in two CBO field placements, one serving mainly Latino children and another serving mainly Muslim Somali children. The placements examined in this study brought candidates into contact and shared activity with communities previously unfamiliar to them, and with mediating elements from the CBOs and ELTEP courses shaping their activity, these candidates demonstrated promising conceptual and pedagogical development related to literacy. The findings suggest CBO placements hold potential for preparing literacy teachers for urban schools.
Published: 2013
Updated: Feb. 21, 2016
6
The purpose of this study was to better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms.The study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance. Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.
Published: 2014
Updated: Nov. 10, 2015
7
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Published: 2014
Updated: Oct. 27, 2015
8
This study investigated how to educate student teachers to develop a focus on student learning during teacher education. The designed learning environment characterized by the use of authentic contexts, authentic tasks and reflective dialogues. The study indicates that it is possible to change student teachers’ conceptions in a relative short period of time, even though there were substantial differences between student teachers. More specifically, six student teachers developed more constructivist and less transmissive conceptions as a result of the designed learning environment. The other four student teachers showed the same change in the drawings, and also developed more or maintained constructivist conceptions as shown in the metaphors, but maintained or showed less constructivist conceptions in the questionnaires.
Published: 2013
Updated: Aug. 31, 2015
9
This paper describes a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course.
Published: 2014
Updated: Jun. 08, 2015
10
This paper discusses to what extent students of teaching in early entry teacher education programs experience their work environment as a stimulating learning environment. The results indicate that in most schools opportunities for learning are incidental and not in the form of labour. Student teachers are not gently introduced into the practice of teaching, gradually taking more responsibilities and becoming experts. Besides, the core of the practices for teachers is enacted in classrooms where student teachers are left to their own devices. However, autonomy is highly valued but double-edged: a source of motivation and isolation. Furthermore, when knowledge exchange, reflection and problem solving occur, they have little prospect of improving student teachers’ conceptual knowledge and deep understanding.
Published: 2014
Updated: Jan. 06, 2015