Search results for: Student experience
Page 1/4 34 items
“Learning the Ropes”: Pre-service Arts Teachers Navigating the Extracurricular Terrain Extracurricular Terrain
This article presents findings from a study into the value of a pre-service teacher production as a form of professional development, from both the technical and personal development perspectives. Thirty pre-service secondary Arts teachers participated in the production. Through focus-group interviews, participants indicated the benefits of building technical understanding as well as personal benefits of engaging in an ensemble experience. All spoke of the potential transferability of what they learned to their future teaching practice. Given that Arts teachers are expected to facilitate extracurricular activities as part of their professional work, this article advocates the importance of examining ways in which rich experiences such as the production examined here should be formally embedded into pre-service teacher training courses.
Updated: Nov. 18, 2019
The current study explored the influence of a university-based student teaching program in rural East Africa on the beliefs of four preservice teacher participants. In conclusion, this article has presented the perspectives of four participants who student-taught in East Africa for 8 weeks as part of their student teaching requirement at a Western university. Each of the participants had unique and valuable experiences that shaped the ways in which he or she worked to become an educator in a rural East African community. The authors argue that the program shaped the participants' beliefs about teaching and continues to be an experience they reflect on in their lives.
Updated: Sep. 04, 2017
In this study, the authors explored the journey of five secondary teachers for two years through their teacher education program and their first year of teaching. The findings revealed: (1) major concerns of the preservice teachers; and (2) teacher educators used strategies to help the preservice teachers face their concerns. During their student teaching experiences, participants were concerned about classroom management, keeping students motivated in learning the content, and parent involvement through knowledge of their children’s academic progress or non-progress as well as of their behavioral issues. The authors also noted that the participants expressed concern for making connections with diverse student populations. As first-year teachers, they fully understood their multiple roles as teachers and perceived teaching as more than content delivery.
Updated: May. 24, 2017
This paper introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty.
Updated: Jan. 02, 2017
In this article, the authors have explored the impact of Undergraduate Research Bursaries at Northampton (URB@N) on undergraduate students’ experience of conducting pedagogic research; of acquiring the skills of a nascent researcher; and of working with an academic research leader. The findings demonstrate the positive impact of the scheme for undergraduate learners. Students were able to reflect on their own learning and recognise the value obtained from their ‘hands-on’ experience of conducting pedagogic research in partnership with staff. Students articulated both tangible and intangible benefits from their learning and participation in the scheme. Alongside this, they showed strong allegiance to improving the student experience by wanting to share their findings and contribute to enhancing the learning and teaching environment for current and future learners.
Updated: Oct. 30, 2016
Teachers As Learners - Are They Self-Directed? Teaching Teachers The Meaning of Self-Directed Learning through Self-Experience
The paper will present a case study that investigates the experience of student teachers who simultaneously experience the role of the learner, who requires self-direction, and the role of the teacher, who expands his tool kit so that his students will become self-directed learners. The case study is based on an experiment conducted with students studying for a master’s degree in teaching the sciences. The analysis shows a gap between the recognition of the importance of self-direction in learning and its expression with regard to them as learners and teachers. From the analysis it emerges that most of the participants did not perceive the process of cultivating self-direction in their students as part of their role. The course directed them to a different kind of encounter with their students, and in the process, they identified difficulty in their own self-direction in the learning process.
Updated: May. 10, 2016
Learning How to Teach Chemistry with Technology: Pre-Service Teachers’ Experiences with Integrating Technology into Their Learning and Teaching
This article reports on Teaching Teachers for the Future (TTF) research, The Australian Government initiative. The research involve 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously.
Updated: Dec. 07, 2015
The main focus of this research was to assess the impact of a mentoring scheme in facilitating integration amongst first-year international students who come from different ethnic, cultural, sociocultural and socio-economic backgrounds so that they become effective learners. The findings indicated that international students suffer from acute disorientation in their new institution. They find the new academic and social culture daunting. The author concludes that the lessons learned from it together with many of the suggestions which emerged from the focus group discussions, are included in the current mentoring scheme. The success of the mentoring scheme facilitated the transition of first-year international students, encouraged a sense of community and actually created a community amongst the international student cohort.
Updated: Nov. 01, 2015
The Dialogic Space Offered by Curriculum-Making in the Process of Learning to Teach, and the Creation of a Progressive Knowledge-Led Curriculum
In this article, the authors argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The article shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher.
Updated: Oct. 08, 2015
Student Teachers’ Development of a Positive Attitude towards Research and Research Knowledge and Skills
This study investigated the perceived development of student teachers’ attitude towards research and the development of their research knowledge and skills, after participating in an introductory course in teacher research. The findings reveal that the students perceived a positive development in their attitude towards research, especially in their opinions of the importance of research and their own capability of conducting and using research. This study showed a significant difference, as students described teacher research as more important in comparison to the extent to which they were planning on carrying our research or using it in practice.
Updated: Jul. 29, 2015