Search results for: Classroom techniques
Page 1/10 97 items
The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.
Updated: Oct. 11, 2021
The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms.
Updated: Oct. 23, 2020
In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course (N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.
Updated: Jun. 14, 2020
Early Professional Development in the Scottish Context: Pre-service High School Teachers and the Management of Behaviour in Classrooms
This article examines the challenges and issues faced by pre-service teachers in relation to classroom behavior management. The author found that the journeys of these participants undertaken in relation to professional identity formation. It was also found that the narration were unique to each and to the diverse school contexts they worked within. However, the author also found common themes in relation to these experiences. These participants found themselves being encouraged to assume the position of power and enforcement over the source of the challenging behaviour, the child.
Updated: Dec. 19, 2018
The purpose of this study was to examine what effective strategies for managing student behavior meant to the teachers through their classroom experiences. The findings revealed that the participants commonly used eight strategies to manage student misbehavior, of which seven were perceived to be effective, i.e., rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement.
Updated: Dec. 13, 2018
This study explores the projected classroom management strategies of Turkish pre-service early childhood education (ECE) teachers before they entered the teaching profession. The results revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, all the participants related rather positive classroom management experiences once they had their own classrooms.
Updated: Jul. 01, 2018
This study examines teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. The author found that the participants focused primarily on behavior and academics when managing classrooms. The author concludes that these results suggest that a more relational orientation to classroom management is related to instructional quality. The author found that teachers also tended to implement actions that were consistent with their beliefs of classroom management, although they differed from one another in the extent that they focused on relational aspects.
Updated: Jun. 07, 2018
Student-Teachers’ Verbal Communication Patterns during their Teaching Practice in ‘Studies for the Environment’ subject in Early Greek Primary Classes
This research examines the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject. It also identifies potential factors affecting it. The results reveal that student teachers clearly dominate classroom discussion, the questions they address to their students are of poor quality, and are not facilitating the development of students’ critical thinking. The findings reveal that the student teachers used types of questions that do not consider students as researchers and do not provide them the opportunity to develop the fundamental skills specified in the ‘Studies for the Environment’ curricula, requiring them to be able to investigate complex issues. The authors also found that the factors influencing STs’ verbal communication are the absence of relevant theoretical and practical background, the inappropriate training school setting and the lack of teaching experience are the most prominent.
Updated: Apr. 26, 2018
See and Tell: Differences between Expert and Novice Teachers’ Interpretations of Problematic Classroom Management Events
This article explored the differences between expert and novice teachers' perceptions and interpretations of problematic classroom events. The authors identified a number of differences in the way experts and novices perceived, interpreted and explained the problematic situations with which they were presented. The findings reveal that the novice teachers expressed significantly more visual perceptions. The experts, however, offered significantly more interpretations: they provided inferences about students, inferences about the teacher, and explanatory and/or reasoning statements. The authors conclude that novice teachers perceive students as key contributors to the problems which arise and escalate. However, the experts share their reasoning, explicating how and when problems emerge.
Updated: Mar. 25, 2018
This study aimed to investigate student teachers’ beliefs, understanding, and challenge of elementary classroom management strategies. The results revealed that three of the four participants did not develop a strong teacher identity because there were barriers to that development. These participants did not challenge school-based educator (SBE) management practices even when they disagreed with their SBE. However, one participant had a strong teacher identity and navigated trying new strategies. This participant who enacted positive practices benefited from a strong orientation toward serving all pupils.
Updated: Feb. 22, 2018