International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Community interaction
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9 items
1
Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development.
The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development.
The research data consisted of 24 teacher educators in Oulu University of Applied Sciences.
The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography.
The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration.
Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship.
Committed teacher educators take responsibility for workplace culture and transformation of teaching.
Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.
Published: 2022
Updated: Jul. 13, 2022
2
To prepare pre-service teachers to work with diverse student populations, many teacher educators have developed community-engaged projects.
This study analyzes data collected from pre-service teachers in the U. S. South as they completed a community-engaged project, where they spent time learning about the community, created a virtual tour, and revised a lesson plan to align with the information gained.
The project is offered as a mediational tool contributing to pre-service teachers’ conceptions of community and teaching.
Findings suggest that pre-service teachers need explicit instruction about how to analyze communities and opportunities to learn with community members during teacher education.
Published: 2020
Updated: Jun. 15, 2021
3
This article comments on Greenhow, Robelia, and Hughes (2009). It examines the potential strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of socio-cultural conditions of knowledge creation. Discussion is extended to the use of the Web for supporting teacher learning and innovation.
Published: 2009
Updated: Jul. 21, 2009
4
The article reflects upon student teachers' conceptions of inter-community relations. It also considers the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible.
Published: 2009
Updated: Mar. 31, 2009
5
Recent Internet developments and advances in networking have encouraged students' collaboration with other students and instructors, increased students' access to experts, and provided an array of learning resources.
However, the potential of technology to transform the teaching and learning environment is still far from being realized in institutions of higher education.
The e-learning program within the Masters Degree (MSc) Program in Education and Training Management in the School of Education Studies at Dublin City University (DCU) is attempting to realize that potential by integrating technology with active learning activities in an online learning community.
Using examples drawn from a cohort of students working their way through the Emerging Pedagogies module, the author demonstrates how information and communication technologies, and online discussions in particular, can be used to help students recognize and examine the values that underlie their teaching and learning, thereby enhancing their personal knowledge base for professional practice.
Published: 2008
Updated: Oct. 26, 2008
6
The study described in this paper investigates how graduate students in language and linguistic specializations develop and perceive community and how these perceptions or developments differ according to medium (chat, discussion board, or face-to-face class and group discussions). The results of this study confirm that it is indeed possible to develop a sense of community through computer mediated communication tools and that classroom learning is not the only way to achieve strong communities.
Published: 2008
Updated: Oct. 23, 2008
7
This article describes a guided reflection rubric that was used as a learning and teaching tool for service-learning experiences in special education courses. A quantitative analysis revealed significant improvement in reflection entries of students' journals. Teacher educators socially validated the rubric as a teaching and assessment tool.
Published: 2007
Updated: Oct. 02, 2008
8
The article describes an independent reading research project of an early childhood education graduate student, who taught in a school district that was heavily impacted by Hurricane Katrina. The survey-study voices the personal feelings and challenges of teachers who taught in the aftermath of the storm.
Published: 2007
Updated: Jan. 24, 2008
9
In this paper, we propose a new design that integrates and coordinates emerging Web 2.0 services into ePortfolio systems to enable community-wide annotation, interaction, and collaboration, with the goal of enhancing the learning experience for individuals as well as the community. We review relevant literatures, theories, and development of traditional ePortfolio systems. We conduct a preliminary survey study to explore users' perceived values in ePortfolio and Web 2.0 services.
Published: 2007
Updated: Jan. 14, 2008