Search results for: Communication
Page 1/2 18 items
This exploratory study examines the effectiveness of a “virtual role-play” (VRP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. The authors hypothesized that practice in simulated conversations provided by VRP would improve teacher candidates’ communication skills and increase their confidence in responding to classroom bullying. The findings revealed that the repeated practice afforded by VRP improved candidates’ fluency in a way that traditional role-play did not, especially given the time and logistical constraints for conducting regular role-play.
Updated: May. 10, 2017
The goal of this article is to examine diversified mentoring relationships (DMRs) at a mid-sized Midwestern state university (MMSU) in the USA. The author conducted semi-structured interviews with 14 MMSU faculty members and professional personnel who comprised seven diversified mentoring dyads. The author used a thematic analysis of the data, grounded in the literature on developmental relationships and relational dialectics theory (RDT). The findings reveal tensions that diversified mentoring dyads experienced, as well as communication strategies that dyad members used to manage these tensions.
Updated: Sep. 21, 2015
This article examines the three perspectives of employers, academics and employees during work based learning (WBL) programmes at undergraduate level. The participants mentioned several characteristics which could contribute to a successful partnership: trust, the exchange of cultural values, communication and collaboration.
Updated: Sep. 16, 2015
Developing Communication Competence Using An Online Video Reflection System: Pre-service Teachers’ Experiences
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Updated: Feb. 13, 2013
The current study investigates the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA participated in the study. Regression analyses revealed that both empathic and directive listening helped the protege relieve these tensions. While playful communication did not directly explain relieving protege's tensions, it did predict social attraction.
Updated: Jun. 26, 2011
This article compares global markets with teacher education. Authors argue that the economy of universal information cannot provide an educational system with the tools it needs to train teachers and develop students as valuable contributors to the emerging world economy.
Updated: Nov. 26, 2008
The article describes the use of Augusto Boal's Theater of the Oppressed (TO), as a form of academic and social support used in a recruitment and retention program for bilingual teachers in the Southeastern United States. Bilingual teacher critical discourse is discussed in language tools, and individual relationships.
Updated: Nov. 24, 2008
Investigating Student Attitudes Toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment
The article described a distance education course where inservice teacher enrolled in a science education learned to construct video games as a supplement to their science instruction. The ultimate objective of this course was to advance student achievement and interest in science by providing teachers with a viable source for integrating video game technology into the curriculum.
Updated: Nov. 05, 2008
Silent Pedagogy and Rethinking Classroom Practice: Structuring Teaching through Silence rather than Talk
The article considers the value placed on talk as opposed to silence in the classroom and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. It concludes by proposing that classroom observations should take into account the complex skills of 'silent pedagogy' where the teacher makes conscious decisions to abstain from intervention based on continuous sensitive readings of the learning environment.
Updated: Nov. 03, 2008
Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework
The communication of feedback in post-observation conferences is the topic of this article. 32 pairs of mentors and participants of in-service teacher education programs participated, and interviews were analyzed. Findings revealed four major themes, related to distribution of content; communicating learning-oriented assessments; learner participation in judging performance and learner participation in target setting.
Updated: May. 18, 2008