International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Social learning
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7 items
1
Team-based learning (TBL) is a type of small-group collaborative learning that promotes students’ accountability and intellectual growth.
The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention.
This study aimed to examine the effectiveness of the readiness assurance stage in online and on-campus TBL and to enhance our understanding of how pre-service teachers’ interpersonal dispositions affected their learning in both environments.
Results of the mixed-method study showed that both online and on-campus modes were effective in improving pre-service teachers’ understanding and applying pedagogies in teaching. Students’ conceptual understanding of pedagogies was positively associated with their learning behavior and negatively affected by the conformity in online TBL.
However, none of the interpersonal dispositions were found to significantly affect pre-service teachers’ application of pedagogies in online TBL. Likewise, those interpersonal dispositions did not significantly affect pre-service teachers’ understanding and applying pedagogies in on-campus TBL.
Based on these results, the authors offer suggestions for educators and researchers who are interested in implementing or examining TBL
Published: 2021
Updated: Apr. 18, 2021
2
High percentages of newly qualified teachers (NQTs) drop out during their first 5 years in the classroom.
Often, formal support systems are put in place to overcome ‘practice shock’.
However, in this research, it was hypothesised that it is not the formal support structure put in place that determines whether starting teachers feel satisfied in their job and show perseverance but rather the amount of knowledge exchange that takes place.
This was confirmed by the results of a first quantitative study.
Then, a follow-up qualitative study showed that having the principal in the role of a mentor is often experienced as a mechanism of control or evaluation.
Starting teachers prefer to choose their own mentor.
They prefer their mentor not to be a superior but a close colleague whom they trust, who is teaching the same course in the same year.
The authors’ results have especially implications for onboarding of novice teachers.
Since social informal learning (e.g. through the exchange of feedback with colleagues) benefits newly qualified teachers, it is important to create a safe and warm learning climate in which knowledge exchange can flourish. Also, NQTs should be given the opportunity to choose their mentor.
Published: 2019
Updated: Nov. 29, 2020
3
This paper focuses on how people learn to become teachers.
It draws on the experiences of student-teachers and tutors at a College of Education in the south of Ghana who engaged with an iterative data-generation process over one academic year.
While increasing attention is given to the learning experiences of children in Sub-Saharan Africa, teachers’ learning experiences remain under-explored, under-documented and under-theorised.
It makes an original contribution to the study of pre-service teacher education by combining a sociocultural lens on learning and becoming with an analytical framework based on the capability approach.
This illustrates how student-teachers’ freedom to learn is facilitated and constrained by structured and social contexts within a pre-service programme.
The paper shows how understanding different perspectives on valued ‘beings and doings’ of teaching can help re-interpret and re-imagine processes for ‘becoming’ a teacher, which has practical application at policy and institution level.
Published: 2020
Updated: Aug. 29, 2020
4
This article presents the findings of a study which examines the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject. Furthermore, the students described the positive and negative emotions that were evoked. The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training.
Published: 2010
Updated: Apr. 14, 2011
5
In this study, the authors implement a programme of collaborative action research with the purpose of investigating the degree to which it could contribute to the development of inclusive practices. The findings shed further light on the nature of differentiation in the preparation and teaching of teachers in relation to inclusive education as well as on the role of teachers as leaders in this process. Inclusive practices in Cyprus schools, then, should not be approached as simplistic recipes or trite formulas but as social learning that will be developed in small networks and communities of practice.
Published: 2008
Updated: Dec. 14, 2008
6
The study explores the term 'inquiry' to promote social justice in practical and theoretical knowledge for preservice teachers. It led the teachers to reflect on ideals of social justice with regard to teaching diverse learners. The inquiry process may assist teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators.
Published: 2007
Updated: Jun. 18, 2008
7
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