Search results for: In service teachers
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In this study, the authors present and evaluate a way to profile second career teachers (SCTs) in technical and vocational education and training schools (TVET schools) that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.
Updated: Sep. 09, 2021
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. The authors used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Updated: Aug. 25, 2021
Pre-service and in-service teachers’ professional learning through the pedagogical exchange of ideas during a teaching abroad experience
This study explores the professional learning of ten pre-service teachers from Hong Kong and ten host teachers in a school in China who participated in a teaching abroad project. The participants’ professional learning during the project is conceptualised within five knowledge domains of quality teaching for the twenty-first century: personal, contextual, pedagogical, sociological and social. The findings suggest that by immersing pre-service teachers in an unfamiliar teaching environment, they can learn professional knowledge for teaching in an increasingly complex world. This complements the knowledge they are acquiring in their domestic courses and practicums. Furthermore, through the pedagogical exchange of ideas, the host teachers are also found to benefit. The authors recommend that teaching abroad opportunities be included in initial teacher education (ITE) programmes and that host teachers’ professional learning are considered in their development.
Updated: Jul. 28, 2021
Network structures of in-service teachers’ collective knowledge construction: An SNA analysis of multiliteracies online course
Multiliteracies is not only concerned with learners’ meaning-making using multiple communication and representation channels but with individuals’ contributions towards a collaborative and participatory culture. However, understanding collective knowledge construction in computer-mediated discussions is challenging due to large and complex digital texts in online contexts. To respond to this challenge, this study investigated the relationships between network structures and potentials for collaborative knowledge construction in a 12-week online multiliteracies professional education course by adopting Knowledge Society Network and Collaborative Knowledge Networks as analytical frameworks and using Social Network Analysis to find which network models the online course followed. Consequently, the network of teacher participants’ interactions showed high participant interaction and low idea interaction.
Updated: May. 18, 2021
Mentoring as meaningful professional development: The influence of mentoring on in-service teachers' identity and practice
Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice.
Updated: Feb. 09, 2021
In this analytical paper, the authors argue for the centrality of teachers in game-based learning (GBL) interventions. They examine the following research question, “What principles emerge from teacher education in game-based learning research conducted from 2007–2018?”. In doing so, they examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers’ knowledge of GBL evolves over time; and (f) Teachers’ professional identities impact GBL practice. They conclude with pathways to engage the teacher education community in a critical assessment of ho w we can scaffold teachers to identify-study-incorporate games for learning.
Updated: Feb. 03, 2021
Delivery of a western-centric initial teacher education award in a Chinese-centric context. What constitutes good practice?
This paper has two purposes. First, to explore ways in which a western-centric in-service teacher education programme has transformed the teaching of 14 teacher participants who hitherto used a more Chinese-centric approach to teaching. Second, to investigate if any changes that have occurred have diffused beyond the teacher participants’ classrooms and if so, to whom and to where. The teacher participants belonged to one of four cohorts of teachers who, between 2014–2019, enrolled onto a UK accredited, level seven, Post Graduate Certificate (International) Education (PGCIE), blended learning programme. All used English as the medium of instruction to teach English, Accounts or Business subjects to Chinese students, aged 18–23. Underpinned by principles of pedagogical gains through reflective practice, the programme’s aim was to develop teacher participants’ practice, with an emphasis on student-led approaches to teaching and learning. Tenets of two theoretical frameworks (transformational learning and diffusion of innovations) furnished a lens to view the data. Data were gathered from interviews with teacher participants and managers. Available and relevant statistical data were also used. The paper presents evidence of how transformational learning leads to improved teacher effectiveness and how changes in practice can become diffused beyond the classroom and to others.
Updated: Jan. 26, 2021
Although there has been increased interest in what constitutes effective professional development (PD) for in-service teachers in recent decades, the literature indicates that the issue continues to promote ongoing debate. Based upon the findings of previous research, this qualitative study set out to determine the extent to which, how, and why a PD course was considered effective in its contribution to the development and practice of the 28 in-service EFL teachers in Israel who participated in the course. Data from written reflective accounts, interviews, and field notes were collected and analysed. The findings identify various ways in which the course was considered effective, and reasons for such effectiveness, that, in turn, indicate the need for PD courses to be tailored to the current needs of practitioners as perceived by the course participants themselves.
Updated: Nov. 27, 2020
This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. The authors map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, they describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, they couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.
Updated: Sep. 11, 2020
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas
This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, the researchers investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. They focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.
Updated: Jul. 02, 2020