Search results for: Instructional design
Page 1/4 38 items
The purpose of the study is to examine how the student teachers’ perceptions of instructional planning competency predict their competency in instructional planning. The study was carried out through explanatory mixed method design. The participants of the study included 102 teacher candidates, 65 of whom were female and 37 of whom were male. As quantitative data collection tools, The Scale for Perception of Proficiency in Instruction Planning (SPPIP) developed by Gülbahar and UbD Design Standards Rubric developed by Wiggins and McTighe were used. As qualitative data collection tools, unit plans and focus group interview were used. The quantitative data was analyzed by applying correlational analysis and simple linear regression analysis. The qualitative data was analyzed through content analysis. The regression analysis demonstrate that student teachers’ perceived proficiency in instructional planning explained 57% (R2 = .57) of the competency in instructional planning. As for the qualitative portion of the study, the analysis of collected data revealed three themes regarding student teachers’ views on competency in instructional planning process: factors affecting competency, challenging elements in instructional planning, and strategies to develop competency.
Updated: Jan. 03, 2022
This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.
Updated: Mar. 17, 2021
Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience
This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.
Updated: Jan. 26, 2020
Developing Prospective Teachers’ Conceptions with Well-Designed Tasks: Explaining Successes and Analyzing Conceptual Difficulties
The purpose of this study was to explore how prospective teachers’ (PTs’) conceptions of various mathematical topics develop.Consistent with prior findings, this study showed that PTs entered with limited conceptions. This study showed further that (a) well-designed tasks (addressing the PTs’ incoming conceptions as well as focusing on the desired conceptions) can help PTs develop content knowledge, (b) conceptual difficulties may persist even with well-designed tasks, and (c) artifacts of children’s mathematical thinking can be used to develop mathematical content knowledge.
Updated: Jan. 01, 2017
This article outlines the development of the author's professional eye as a teacher educator in mathematics education in Australia through the self-study process of initiating and evaluating task variations and describes how this process was used to generate interactions that supported teacher candidates’ assignment work. This article focuses on one example of this research, where the intended object of learning is the construction of open-ended mathematics questions, which can be used by teachers for inclusive curriculum development.
Updated: Dec. 25, 2016
This article presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of Education programme of the biggest teacher education institute in Hong Kong. The course comprises a series of theory-based tutorials, supportive consultation meetings, and a research lesson practicum. To assess the effectiveness of the course, a framework of representation, decomposition, and approximation of practices was adopted to describe and analyse the teaching of practice.
Updated: Dec. 05, 2016
In this study, the authors investigated the impact of two instructional strategies for using classroom video in the context of university-based teacher education on pre-service teacher learning. The authors developed two video-based modules, one using video to illustrate rules, the other using video to elicit preservice teachers’ knowledge, from which they then derived rules. . They found the two instructional strategies to be differentially effective, making distinct contributions to initial pre-service teacher learning. The findings revealed that learning environments based on the rule-example strategy fostered the reproduction of factual knowledge and its application to observe and evaluate authentic classroom sequences, whereas the example-rule strategy fostered the application of knowledge to plan a lesson and to identify challenges in a situative way.
Updated: Aug. 08, 2016
The present study follows three teachers through a practice-based elementary methods course. The course was focused on learning teaching practices through planning, rehearsing, enacting and reflecting on routine instructional activities that travel back and forth between field-based methods course and field placements. All three teachers grew in their capacity to lead goal-directed lessons by eliciting and responding to students’ thinking.
Updated: Jul. 31, 2016
Engaging Pre-service Science Teachers to Act as Active Designers of Technology Integration: A MAGDAIRE Framework
This article describes a case study, which conducted in the course to investigate the pre-service teachers’ changes in technology competency as well as reasoning on the interplays between technology, pedagogy, and content. The authors used the Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation (MAGDAIRE) framework. The findings suggest that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of Flash for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.
Updated: Jul. 21, 2015
This study explored the achievement of preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. The authors developed an online module to link prepared advice for the completion of course tasks to particular learning style preferences. The results point to the value of a learning style preference advice module as a scaffolding tool. Students’ assessment results when advice was provided were higher than when advice was not provided. Additionally, students believed the online module provided valuable information in understanding and applying content to the completion of course assignments. The findings show that coupled with feedback provided to students in other ways throughout the course, the online learning style preference module adds additional support to preservice teachers that may lead to increasing their understanding of course content and learning styles.
Updated: Feb. 11, 2015