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Developing Teacher Identity in the Liminal Space of Simulations 在模拟的阈限空间中发展教师身份
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.313938
Emily Kilbourn, Jody S. Piro
This interpretive case study addressed what the contribution of liminal experiences were to teacher identity formation within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Data analysis resulted in one finding statement featuring three key themes, each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences adopted a growth mindset, employed coping strategies in liminality, and made meaning from experiences. A discussion of the findings suggested that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity. Implications of the study are addressed.
本解释性案例研究探讨了在一系列家长教师会议混合现实模拟的可观察背景下,阈限经验对教师身份形成的贡献。该研究收集的数据来自人口调查问卷、访谈、观察和文件。数据分析产生了一个具有三个关键主题的发现陈述,每个主题都通过本研究中表现主题的各种方式得到通知。研究结果表明:在模拟家长会的一系列混合现实体验的阈限空间中形成身份认同的职前教师采用了成长性思维,采用了阈限中的应对策略,并从体验中获得意义。对研究结果的讨论表明,采用成长型思维模式使职前教师能够接受模拟学习,向同龄人学习,并应对复杂性。讨论了本研究的意义。
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引用次数: 0
ENGLISH - MAJORING STUDENT TEACHERS’ RESPONSE TO EMPLOYABILITY IN LIGHT OF A TRANSITION TO ONLINE LEARNING 网络学习转型背景下英语专业实习教师对就业能力的反应
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.4018/ijtepd.2022010105
N. Vu, T. Nguyen, H. Hoang
This study discussed English student teachers’ growth in employability as a driving consequence of the transition to emergency remote learning in light of COVID-19 pandemic. The authors focused on senior students reaching graduation during this critical time. The learning mode change was believed to have a significant impact on graduates’ employability capital, thus influencing their post-study career plans. This quantitative research followed Tomlinson’s (2017) graduate employability framework, covering five forms of capital explores their perceptions of employability capital and measures how perceptions vary between groups of backgrounds. Specifically, they sought to develop a comprehensive understanding of how the transition to remote learning has challenged students’ employability capital, which then affected their career-related decision-making following graduation. The findings suggested, besides implications and limitation, five clustered forms of capital and explain why they perceived differently.
本研究讨论了在COVID-19大流行背景下,英语实习教师在向紧急远程学习过渡的推动下,就业能力的提高。作者关注的是在这个关键时期即将毕业的高年级学生。学习模式的改变对毕业生的就业能力资本有显著影响,进而影响其毕业后的职业规划。这项定量研究遵循了Tomlinson(2017)的毕业生就业能力框架,涵盖了五种资本形式,探讨了他们对就业能力资本的看法,并衡量了不同背景群体之间的看法是如何变化的。具体而言,他们试图全面了解向远程学习的过渡如何挑战学生的就业能力资本,进而影响他们毕业后的职业相关决策。研究结果除了暗示和限制外,还提出了五种聚集形式的资本,并解释了为什么它们的感知不同。
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引用次数: 6
Student Teachers' Uncertainty Competence and Its Measurement 学生教师的不确定度能力及其测量
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070104
Philipp Martzog, Svenja Hoyer, Simon Kuttner
Uncertainty, here defined as an experienced information deficit regarding teacher authority, student knowledge etc., is a ubiquitous phenomenon in teachers' professional lives. Teacher education in Germany does however not explicitly prepare student teachers for uncertainty, and there is little conceptual clarity regarding competencies required to successfully cope with uncertainty in the teacher profession. Therefore, the authors first propose a new conceptual framework that defines teachers' uncertainty competence (UC) and, secondly, report on a new measurement approach that was developed to assess student teachers' UC in different educational settings. In a final step, the new approach was administered to 356 Waldorf and non-Waldorf student teachers in Germany to examine two core assumptions behind UC, namely its sensitivity to differences in context and educational experiences. Results lend preliminary support for these assumptions and are discussed with regard to their match with the new response concept and methodological considerations regarding its measurement.
不确定性,这里定义为关于教师权威、学生知识等方面的经验信息缺失,是教师职业生活中普遍存在的现象。然而,德国的教师教育并没有明确地为学生教师做好应对不确定性的准备,对于成功应对教师职业不确定性所需的能力,也几乎没有明确的概念。因此,作者首先提出了一个定义教师不确定性能力(UC)的新概念框架,其次,报告了一种新的测量方法,该方法用于评估不同教育环境下学生教师的UC。在最后一步,我们对德国的356名华德福和非华德福学生教师实施了新方法,以检验UC背后的两个核心假设,即它对背景差异和教育经验差异的敏感性。结果为这些假设提供了初步的支持,并讨论了它们与新的响应概念的匹配以及关于其测量的方法考虑。
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引用次数: 0
Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies 准备新西兰的教师使用文化响应关系为基础的教学法
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070102
M. Ressler, James D. Ressler, Barrie Gordon
This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.
这篇文章讨论了文化响应的基于关系的教学法作为高质量教与学的基础。通过对新西兰奥特罗阿的教学与学习硕士(MTchLrn)课程的考试,本定性研究采用自然主义探究法进行。对该计划如何在多种情况下发挥作用的研究是确定该计划是否可以作为其他机构和国家的典范的基础。结果表明,MTchLrn项目,通过项目的基础设施和对项目至关重要的三元关系,有望有效地为教师做好文化响应和基于关系的实践准备。
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引用次数: 0
The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling 感知相关性和技术焦虑对使用数字叙事的准备程度的影响
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070106
L. Bello, Amos Olugbenga Ojebisi, Adetayo Adekunle Adebanjo
This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-service teachers' perceived relevance also played a significant role in their readiness to use digital storytelling for instructional delivery. It is, therefore, recommended that teacher training institutions need to provide relevant learning resources and digital tools to ensure that prospective teachers are able to acquire requisite skills in creating digital storytelling for effective classroom instruction.
本研究探讨职前教师的感知相关性和技术焦虑对他们使用数字讲故事进行教学的准备程度的影响。本研究采用混合方法研究设计。职前教师接受了关于为课堂教学创建数字故事的基本程序的培训。定量资料采用推理统计分析,定性资料采用内容分析。结果表明,职前教师在课堂教学中使用数字讲故事的准备程度很高。职前教师的感知相关性也在他们准备使用数字讲故事进行教学交付方面发挥了重要作用。因此,建议教师培训机构需要提供相关的学习资源和数字工具,以确保未来的教师能够获得必要的技能,为有效的课堂教学创造数字故事。
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引用次数: 0
Rethinking Teacher Education via Collaborative Learning 通过协作学习重新思考教师教育
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070103
Marianthi Karatsiori, T. Liontou, M. Zafiri
This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.
本文主要探讨在职英语教师在线同行专业发展的方法。在数字时代,教师教育在不断变化,使用社交媒体、数字平台和工具的在线协作专业发展方法可以是一种有趣的方式,可以创建一个实践社区,在这个社区中,英语教师可以在信任的环境中参与生成和共同开发数字学习内容、新概念和教学模式。所选的例子将展示英语教师如何扮演教师教练的角色,积极地让其他英语教师参与到深深嵌入主题的技术整合中,而不是提供如何使用技术的独立课程。翻转课堂方法将与发展ICT技能和丰富教师实践的具体技术联系起来。所提出的方法可用于提供进修培训,以及提供持续的支持和指导,以磨练和建立英语语言技能。
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引用次数: 2
Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration 数学教师对有效教学实践的认知与参与世代
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070101
Elizabeth Mcinnis, Linda F. Cornelious, Jessica L Murphy, D. Prince, W. Yu
The purpose of this study was to examine 3rd through 5th grade mathematics teachers' demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom in a southern state in the United States. The study revealed that, overall, teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers' responses to certain statements from the online survey. The findings in this study provided information for administrators in one Central Mississippi school district to increase student engagement and improve statewide test scores in mathematics.
本研究的目的是调查美国南部一个州三至五年级数学教师的人口统计信息,并调查他们对有效教学实践的看法,以及他们在数学课堂上使用技术作为教学工具的能力。研究表明,总体而言,教师对有效的教学实践和他们在数学课堂上使用技术作为教学工具的能力有积极的看法。此外,根据教师对在线调查中某些陈述的回答,在人口统计变量中发现了统计学上的显著差异。这项研究的发现为密西西比中部一个学区的管理人员提供了信息,以提高学生的参与度,提高全州数学考试成绩。
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引用次数: 0
The Effect of the Reflective Learning Model on Student Creative Thinking Skills at Al Majmaah University Al Majmaah大学反思性学习模式对学生创造性思维能力的影响
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070105
Mona Hamid Abu Warda
This study aims to investigate the effect of a reflective learning model on students' creative thinking skills. The researcher employed an experimental method and used a one group pre-test and post-test design. The participants were 35 randomly selected college students enrolling in the 2018/2019 academic year, majoring in faculty of education. This study administered Torrance tests of creative thinking (TTCT), figural form B, and the creative activities questionnaire to measure participants' creative thinking skills. The skills involved fluency, originality, and flexibility. The results showed a significant difference (p < 0.001) between the pre-test (M = 30.95) and the post-test (M = 36.05). This suggests that the reflective learning model was statistically effective in improving students' creative thinking skills. Reflective learning is considered to be an appropriate learning method for faculty of education students in higher education.
本研究旨在探讨反思性学习模式对学生创造性思维能力的影响。研究者采用实验方法,采用一组前测和后测设计。研究对象是随机抽取的35名2018/2019学年教育学院的在校大学生。本研究采用torance创造性思维测验(TTCT)、图形表格B和创造性活动问卷来测量被试的创造性思维能力。这些技能包括流畅性、独创性和灵活性。结果显示,前测(M = 30.95)与后测(M = 36.05)差异有统计学意义(p < 0.001)。这表明反思性学习模式在提高学生创造性思维能力方面具有统计学上的有效性。反思性学习被认为是适合高等教育教师学生的一种学习方法。
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引用次数: 0
Peer Supervision 同行的监督
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.4018/IJTEPD.2021070107
A. Musundire
The purpose of this study was to investigate perceptions of school-based managers and educators regarding the link between of peer supervision model teacher development and quality of teaching through teamwork. A mixed method approach characterised by the explanatory sequential design addressed the research questions. Three hundred and one randomly selected participants in 15 districts of the Gauteng province responded to the quantitative phase in form of questionnaires. Three conveniently selected focus group interviews each comprising of 10 purposefully selected school-based managers and educators represented the quantitative results. The findings indicated that school-management team strongly believe that the peer supervision model is a possible tool for improving quality of teaching. In contrast, the South African peer evaluation approach was found to lack teamwork during the evaluation process. It is therefore recommended that peer supervision should be introduced in South African schools to enhance the implementation of the current performance supervision system.
摘要本研究旨在探讨校本管理者与教育工作者对于同伴监督模式教师发展与团队合作教学品质之间关系的看法。以解释顺序设计为特征的混合方法方法解决了研究问题。在豪登省的15个地区随机挑选的301名参与者以问卷的形式回答了定量阶段。三个方便选择的焦点小组访谈,每个访谈由10名有目的地选择的学校管理人员和教育工作者组成,代表了定量结果。研究结果显示,学校管理团队强烈相信同伴监督模式可能是提高教学质量的工具。相比之下,南非同行评价方法在评价过程中被发现缺乏团队合作。因此,建议在南非的学校中实行同伴监督,以加强现行绩效监督制度的执行。
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引用次数: 4
Increasing Knowledge of Autism Spectrum Disorders Among Urban Special Educators in Tanzania 坦桑尼亚城市特殊教育工作者对自闭症谱系障碍知识的增加
IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-01 DOI: 10.4018/ijtepd.2020070101
Nilofer C. Naqvi, Sarah J. E. Wong-Goodrich, A. Martinage, S. Gordon, Jacqueline A. DeCuffa, M. Collins
Autism spectrum disorder or autism is seen world-wide, however in Tanzania there is emerging awareness and understanding about the disorder among teachers. This study examines the knowledge outcomes of teachers after a multi-day training on autism at three sites across the country. A total of 99 teachers completed the training. At the end of the training, there was a significant increase in the knowledge scores on an autism knowledge measure across all sites. There was a significant difference in knowledge scores across sites, with teachers at one site scoring higher than teachers in both other sites. Reasons why are further discussed. This study provides a detailed description of how to increase the awareness of autism in the teaching community in Tanzania with positive outcomes.
自闭症谱系障碍或自闭症在世界范围内都很常见,但在坦桑尼亚,教师对这种疾病的认识和理解正在兴起。本研究考察了教师在全国三个地点接受为期多日的自闭症培训后的知识成果。共有99名教师完成了培训。在培训结束时,所有网站的自闭症知识测试得分都有显著提高。各地点的知识得分有显著差异,其中一个地点的教师得分高于其他两个地点的教师。原因将进一步讨论。本研究详细描述了如何在坦桑尼亚的教学社区中提高对自闭症的认识并取得积极成果。
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引用次数: 1
期刊
International Journal of Teacher Education and Professional Development
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