Search results for: Community of learning
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Supporting science teachers teaching outside specialism: teachers’ views of a professional development programme
In Malta, most science teachers are likely to have a teaching degree level qualification in one science subject. When teaching science in the first two years of secondary school they will be teaching outside their area of science specialism, that is teaching a subject/s that was not studied at degree or Advanced level. A study was conducted to investigate how a group of science teachers, who are non-chemistry specialists, could be supported to teach chemistry topics by participating in a year-long professional development programme. Data were gathered through individual and focus group interviews. This paper focuses on the teachers’ views of this programme and how it affected their views of teaching chemistry. After conducting experiments, discussing and planning lessons within a community of learners teachers felt better prepared to teach chemistry. This enabled them to change their views and expand their identity as a science teacher.
Updated: May. 25, 2022
Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community
This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education. Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln. Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop. Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop. Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.
Updated: Jan. 15, 2022
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, leveraged synchronous meetings as a way of compensating for the abrupt removal of face-to-face (F2F) interactions. This mixed-methods self-study explored advanced licensure candidates' perceptions of developing a Community of Inquiry (COI) across three sections of a Spring 2020 online course taught by the same instructor. This course was fashioned as a literature circle about immigrant communities and K-12 schools. In one section, five one-hour synchronous meetings punctuated the shared readings of five book-length ethnographies. The other two sections remained completely asynchronous. Sixty-nine students across the three courses were electronically surveyed at the close of the semester. Fifteen students were subsequently interviewed as an additional layer of data collection. Survey analysis indicated that monthly synchronous meetings did not significantly impact students' perceptions of COI development. Follow-up interviews provided further insights into methods that students perceived as essential for advancing teaching, cognitive, and social presences. The authors conclude with broad and specific recommendations for better practices and future research for COI in graduate teacher education online coursework in and beyond COVID-19.
Updated: Nov. 07, 2021
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.
Updated: Oct. 26, 2008