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Enhancing student teachers’ motivation and well-being: A teacher educator’s journey into online course intervention 增强师生的动机和幸福感:教师教育者的在线课程干预之旅
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-29 DOI: 10.1080/1554480X.2022.2061977
Yoshiyuki Nakata
ABSTRACT Given the difficult and unforeseen circumstances due to the COVID-19 pandemic, we need to transition from face-to-face instruction to digital instruction. This paper provides a teacher educator’s autoethnographic account of implementing the pedagogical intervention of digital learning and student teachers’ reactions to its effects on their motivation and well-being. More precisely, it attempts to explore (1) student teachers’ perceptions of the effect of digital learning on their motivation and well-being in teacher education, (2) their understanding of active learning, (3) their preferred format of teacher training courses both in normal and emergent circumstances, and (4) the instructor’s perceived efficacy of digital learning on teacher education courses. The participants were one instructor (the author) and nine third-year university students taking an English Language Teaching Methodology course, which is a requirement for obtaining a license to teach English at secondary schools in Japan. I conducted a closed and open-ended questionnaire as well as a follow-up questionnaire survey and the instructor’s observation. The findings confirmed the benefits of online lessons on student teachers’ motivation and their sense of well-being (physical and psychological), suggesting the necessity of carefully selecting the instruction format that meets course objectives.
摘要鉴于新冠肺炎疫情带来的困难和不可预见的情况,我们需要从面对面教学过渡到数字教学。本文提供了一个教师-教育工作者关于实施数字学习的教学干预的自民族志描述,以及学生-教师对其对动机和幸福感的影响的反应。更准确地说,它试图探索(1)师生对数字学习对他们在教师教育中的动机和幸福感的影响的看法,(2)他们对主动学习的理解,(3)他们在正常和紧急情况下喜欢的教师培训课程形式,以及(4)教师对教师教育课程中数字学习的感知效能。参与者是一名教师(作者)和九名三年级大学生,他们参加了英语教学方法课程,这是在日本中学获得英语教学许可证的一项要求。我进行了一次封闭式和开放式问卷调查,以及一次后续问卷调查和讲师的观察。研究结果证实了在线课程对师生动机和幸福感(身体和心理)的好处,表明有必要仔细选择符合课程目标的教学形式。
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引用次数: 1
Transitions from presence, belonging to engaged participation in an inclusive classroom: an eye-tracking study 在一个包容的课堂中,从在场、归属到参与的转变:一项眼球追踪研究
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-21 DOI: 10.1080/1554480X.2022.2065994
T. Teo, Ching Yee Pua
ABSTRACT While many studies about special education needs (SEN) have discussed inclusive efforts in educational settings, more proximal research examining ways to support students with SEN in-process to achieve is needed. This study discussed proximal data, collected from eye trackers and lesson videos, showing how students with SEN transit between the state of presence, belonging, and engaged participation in an inclusive classroom. Using an eye tracking case study of an inclusive science classroom, with a focus on how science teachers support students with dyslexia to learn science, we unpacked how the teacher supported students through such a transformative experience. We characterised the transitions and examined how these transitions happen and found that the transitions were non-unidirectional and could be prematurely truncated due to a change in the teacher’s eye gaze. Some students might not move to the state of engaged participation during a lesson. These transitions were facilitated by the teaching practices. Implications for teachers of inclusive classrooms and research in inclusive classrooms were discussed.
摘要尽管许多关于特殊教育需求(SEN)的研究都讨论了教育环境中的包容性努力,但还需要更近距离的研究来研究如何支持有特殊教育需求的学生实现这一目标。这项研究讨论了从眼动仪和课堂视频中收集的近端数据,显示了有特殊教育需要的学生如何在包容性课堂中的存在、归属和参与状态之间转换。通过对包容性科学课堂的眼动追踪案例研究,重点关注科学教师如何支持有阅读障碍的学生学习科学,我们揭示了教师如何通过这种变革性体验支持学生。我们对转换进行了表征,并研究了这些转换是如何发生的,发现这些转换是非单向的,并且可能由于教师眼睛凝视的变化而过早地被截断。有些学生在上课时可能不会进入参与状态。教学实践促进了这些转变。讨论了包容性课堂对教师的影响以及包容性课堂中的研究。
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引用次数: 0
Expanding learning environments in initial teacher education 扩大初级教师教育的学习环境
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-21 DOI: 10.1080/1554480X.2022.2065995
Raúl Eirín Nemiña, C. Gillanders, V. Leone, C. Trigo
ABSTRACT The development of a collaborative culture in the teaching profession is a challenge that ought to be addressed in initial teacher education. The involvement in a European programme that connects different educational institutions allowed student teachers to explore a learning environment created to enhance the use of technology, foreign languages and innovative methodologies. Student teachers from two countries, Italy and Spain, used digital resources to collaborate and design a project for kindergarten and primary children. By means of a qualitative study the impact of the involvement in a teacher network and the actions that must be undertaken so as to take into account learning ecologies in university teaching was analysed. In this case study, the voices and perceptions of all the participants are shown highlighting the suitability, opportunities and challenges of the involvement in a teacher collaborative network in initial teacher education. The positive impact on teaching practices suggests the potential of expanding student teachers learning environments created by digital technology.
教师职业中合作文化的发展是初级教师教育中应该解决的一个挑战。参与一个连接不同教育机构的欧洲方案,使学生教师能够探索一个为加强技术、外语和创新方法的使用而创造的学习环境。来自意大利和西班牙两个国家的学生教师利用数字资源合作设计了一个针对幼儿园和小学儿童的项目。通过一项定性研究,分析了参与教师网络的影响以及在大学教学中必须采取的行动,以考虑到学习生态。在本案例研究中,所有参与者的声音和看法都突出了参与教师合作网络在初始教师教育中的适用性、机会和挑战。对教学实践的积极影响表明,数字技术有可能扩大师生学习环境。
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引用次数: 0
Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies 在同步在线课程中进行形成性评估:大学教师面临的挑战和教学策略
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-21 DOI: 10.1080/1554480X.2022.2065993
B. Moorhouse, Lucas Kohnke
ABSTRACT Synchronous online teaching through video-conferencing software (VCS) has become a common mode of instruction during the COVID-19 pandemic. This mode brings unique challenges for teachers that require specific professional digital competences. One such challenge is conducting formative assessment. Through the use of in-depth interviews with nine Hong Kong university teachers who had taught synchronously online for one semester, this exploratory study explored the challenges of conducting formative assessment during synchronous online lessons and the strategies teachers deploy to conduct formative assessment. The findings indicate that the key difficulties include gathering information on students’ needs, checking students’ understanding, giving individual feedback, and building relationships with students. To address these challenges, the teachers suggested four pedagogical strategies: (1) Combine synchronous with asynchronous approaches; (2) Utilise breakout rooms; (3) Utilise poll functions of the VCS and combine it with other online platforms; and (4) Provide time before or after lessons for informal conversations. The findings suggest that teachers need to develop specific pedagogical strategies to conduct formative assessment. This provides an initial conceptualisation of one important dimension of Professional Digital Competence, teaching using digital technologies, and one aspect of that dimension, how teachers use digital tools and strategies to conduct formative assessment.
摘要在新冠肺炎大流行期间,通过视频参考软件(VCS)进行同步在线教学已成为一种常见的教学模式。这种模式给需要特定专业数字能力的教师带来了独特的挑战。其中一个挑战是进行形成性评估。通过对9名香港大学同步在线教学一个学期的教师进行深入访谈,本探索性研究探讨了同步在线教学中进行形成性评估的挑战以及教师进行形成性评价的策略。研究结果表明,关键的困难包括收集有关学生需求的信息、检查学生的理解、提供个人反馈以及与学生建立关系。为了应对这些挑战,教师们提出了四种教学策略:(1)将同步与异步方法相结合;(2) 利用休息室;(3) 利用VCS的投票功能,并将其与其他在线平台相结合;(4)在课前或课后留出时间进行非正式对话。研究结果表明,教师需要制定具体的教学策略来进行形成性评估。这提供了专业数字能力的一个重要维度的初步概念,即使用数字技术进行教学,以及该维度的一个方面,即教师如何使用数字工具和策略进行形成性评估。
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引用次数: 1
Exploring possible futures of makerspaces as an important basic component of K-12 education 探索作为K-12教育重要基础组成部分的创客空间的可能未来
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-20 DOI: 10.1080/1554480X.2022.2065997
Hanaa Ouda Khadri Ahmed
ABSTRACT This paper, based on the contributions of researchers in maker movement as one of the most important modern educational innovations in the last decade, explained the promising prospects of makerspace for K-12 Education, and identified what key direct drivers of change that should be considered when exploring possible futures of makerspaces as an important basic component of K-12 Education in terms of its three basic pillars. The paper also reinforced the argument that connected learning is the next stage in providing educational services. The “4-quadrant method” was adopted to develop four possible contrasting scenarios for the future of makerspaces in K-12 Education which will help educational policymakers, and educators to better envision the future of makerspace and making activities in K-12 Education.
摘要本文以近十年来最重要的现代教育创新之一——创客运动研究者的贡献为基础,阐述了创客空间在K-12教育中的广阔前景,并确定了在探索作为K-12教育三大基本支柱的重要基本组成部分的创客空间的可能未来时,应考虑哪些关键的直接变革驱动因素。该论文还强化了互联学习是提供教育服务的下一阶段的论点。采用“四象限法”为K-12教育中的创客空间的未来制定了四种可能的对比情景,这将有助于教育决策者和教育工作者更好地展望K-12教育的创客和创客活动的未来。
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引用次数: 0
Teaching two languages: navigating dual identity experiences 双语教学:驾驭双重身份体验
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-18 DOI: 10.1080/1554480X.2022.2065996
V. Tavares
ABSTRACT Research on language teacher identity has grown exponentially over the last two decades. By researching language teacher identity, we develop a better understanding of how sociological issues generally impact teachers’ lives. For non-native language teachers, in particular, challenges tend to originate from language ideologies around monolingualism as well as native-speakerism and affect teachers’ identities in terms of legitimacy and acceptance. However, our existing knowledge has focused on the experiences of teachers teaching one language and reflected primarily the experiences of teachers teaching English as a second or foreign language. In this paper, I employ autoethnography as a method to explore my own identity-related experiences as a teacher of two languages: English and Portuguese. Two concerns guided my inquiry: first, what kinds of experiences – e.g. challenges, conflicts, discoveries – emerge within each teaching context, and second, how teachers navigate their dual identity-related experiences – in other words, how they make sense of such experiences. In describing my experiences, I highlight the negative impact of cultural stereotypes and linguistic purism on one hand, while on the other, the positive impact of teaching in a multicultural setting to my personal and professional identities.
摘要:在过去的二十年里,对语言教师身份的研究呈指数级增长。通过研究语言教师身份,我们可以更好地理解社会学问题通常如何影响教师的生活。特别是对于非母语教师来说,挑战往往源于单语主义和母语主义的语言意识形态,并影响教师在合法性和接受度方面的身份。然而,我们现有的知识集中在教师教授一种语言的经验上,主要反映了教师将英语作为第二语言或外语教学的经验。在本文中,我采用民族志作为一种方法来探索我作为两种语言(英语和葡萄牙语)教师的身份相关经历。有两个问题指导了我的调查:第一,在每个教学环境中出现了什么样的经历,例如挑战、冲突、发现;第二,教师如何驾驭他们与双重身份相关的经历——换句话说,他们如何理解这些经历。在描述我的经历时,我一方面强调了文化刻板印象和语言纯粹主义的负面影响,另一方面,在多元文化环境中教学对我的个人和职业身份的积极影响。
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引用次数: 0
Examining participatory opportunities in group interactions in an ESL classroom: a positioning perspective 从定位的角度考察ESL课堂小组互动中的参与机会
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-14 DOI: 10.1080/1554480X.2022.2061979
Fei Wang, Bingbing Ai
ABSTRACT Using positioning theory as a framework, this study examined two adult learners’ participatory opportunities in small group interactions when they were learning English as a second language in an American university. The study finds that control over access to participatory opportunities mainly lies in how learners manage to position themselves and others in group interactions. Respectful and supportive positioning builds up participatory opportunities, whereas exclusive and dominating positioning leads to deprivations. The study discloses that group members’ positioning of self and others was largely influenced by the specific context of the interaction dynamics, such as partners’ attitudes and responses, characteristics of the task and teacher’s intervention, as well as personal attributes. It further suggests that to make group learning more effective, every member needs to construct an agentive position, not only for themselves but also for others, especially for those who might be more vulnerable to being positioned as peripheral in group interactions. In particular, students who are privileged to position themselves as powerful could learn to choose to empower others, i.e. to build up rather than take away opportunities for peripheral students. Findings will contribute to ESL classroom interaction management.
摘要本研究以定位理论为框架,考察了两名成年学习者在美国大学学习英语作为第二语言时,在小组互动中的参与机会。研究发现,对参与机会的控制主要在于学习者如何在群体互动中定位自己和他人。尊重和支持的定位会增加参与的机会,而排他性和支配性的定位会导致剥夺。研究表明,群体成员对自我和他人的定位在很大程度上受到互动动态的特定背景的影响,如伙伴的态度和反应、任务和教师干预的特征以及个人属性。它进一步表明,为了使小组学习更加有效,每个成员都需要构建一个代理地位,不仅是对自己,也是对他人,尤其是对那些在小组互动中可能更容易被定位为边缘的人。特别是,那些有幸将自己定位为强大的学生可以学会选择赋予他人权力,即为边缘学生建立而不是剥夺机会。研究结果将有助于ESL课堂互动管理。
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引用次数: 0
Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers 通过丰富的教师教育计划发展教学内容知识(PCK)——以四名伊朗职前英语教师为例
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-10 DOI: 10.1080/1554480X.2022.2061976
Seyyed Mohammad Reza Adel, Mostafa Azari Noughabi
ABSTRACT Pedagogical content knowledge (PCK) has been extensively studied in science teacher education. However, scant research attention within the domain of Teaching English as a Foreign Language (TEFL) has been paid to teachers’ PCK. With an interpretive qualitative design, the present study aimed to investigate whether pre-service English as a Foreign Language (EFL) teachers’ PCK could be developed through an enriched teacher education program in the Iranian context. The program, including 12 sessions for increasing four teachers’ knowledge of strategies, students, and curriculum, was enriched by providing the teachers with opportunities to present the content through effective strategies, reflect on teaching practices through viewing videos, and receive mentoring. The data were gathered through video-stimulated recall, semi-structured interview, field notes, and classroom observation. After qualitative data analysis, five major themes emerged. The findings indicated that enriched teacher education programs could help pre-service EFL teachers reflect on their pedagogical practices and develop their PCK; however, these programs would not be sufficient. In addition, analysing the observational data indicated that enriched teacher education programs could mainly influence pre-service EFL teachers’ knowledge of teaching strategies as one of the main subareas of PCK. Finally, pedagogical implications and suggestions for future research are offered.
教学内容知识(PCK)在科学教师教育中得到了广泛的研究。然而,在对外英语教学领域,对教师PCK的研究却很少。本研究采用解释性定性设计,旨在调查在伊朗背景下,是否可以通过丰富的教师教育计划来发展职前英语作为外语(EFL)教师的PCK。该项目包括12个课程,旨在提高四名教师对策略、学生和课程的知识,通过为教师提供机会,通过有效的策略展示内容,通过观看视频反思教学实践,并接受指导,丰富了课程内容。数据是通过视频刺激回忆、半结构化访谈、现场笔记和课堂观察收集的。经过定性数据分析,出现了五大主题。研究结果表明,丰富的教师教育计划可以帮助职前英语教师反思自己的教学实践,发展自己的PCK;然而,这些计划是不够的。此外,对观察数据的分析表明,丰富的教师教育计划作为PCK的主要子区域之一,主要影响职前EFL教师的教学策略知识。最后,对今后的研究提出了教学启示和建议。
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引用次数: 0
Active learning in informal learning spaces: science students’ experiences 非正式学习空间中的主动学习:理科生的经验
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-05 DOI: 10.1080/1554480X.2022.2061978
Chan Chang-Tik, Beng-Kah song
ABSTRACT In crafting the active learning approach for this study, we leverage on the definition of active learning as a methodology that requires students’ active collaborative engagement and involvement in their own learning and they are held accountable for learning with peers. Building from social interaction, we extend the notion of active learning to include socio-cognitive conflicts and socio-emotional conflicts. Subsequently, the aim of this study is to gain insights into science students’ experiences and perceptions of active learning in informal learning spaces. The current study used a basic qualitative research method involving 29 genetics students.. The data were collected from the 2-hour video recordings and 45-minute semi-structured focus group interviews. The conceptual content analysis approach was used to analyse the data. The results reveal that the higher-performing students are able to regulate the cognitive processes, and to learn effectively in a minimally guided instruction environment outside the classroom by relying on their peers as a reliable source of information. However, the lower-performing students depend on their lecturer to transfer knowledge to them. They do not believe it is possible to learn science from their peers. Probably because they do not know how to learn in a group.
在制定本研究的主动学习方法时,我们利用了主动学习的定义作为一种方法,要求学生积极合作参与和参与自己的学习,并对与同龄人一起学习负责。在社会互动的基础上,我们将主动学习的概念扩展到包括社会认知冲突和社会情感冲突。随后,本研究的目的是了解理科生在非正式学习空间中主动学习的体验和感知。目前的研究采用了基本的定性研究方法,涉及29名遗传学学生。数据收集自2小时的录像和45分钟的半结构化焦点小组访谈。采用概念内容分析法对数据进行分析。结果表明,表现较好的学生能够调节认知过程,并通过依赖同伴作为可靠的信息来源,在课堂外的最低指导环境中有效地学习。然而,表现较差的学生依靠他们的讲师向他们传授知识。他们不相信从同龄人那里学科学是可能的。可能是因为他们不知道如何在团队中学习。
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引用次数: 0
A multiliteracies approach to online reading to learn: a case study 在线阅读学习的多元读写方法:个案研究
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-03 DOI: 10.1080/1554480X.2020.1826946
Íris Susana Pires Pereira
ABSTRACT This paper aims to contribute to the discussion of a multiliteracies approach to online inquiry reading. After presenting the key principles of this theory, I focus attention on an online platform acknowledged for its learning aims – TED-Ed – as an empirical basis for researching the practicability of such an approach. An original lesson available on the platform was studied, revealing that it only partially complies with the pedagogy in question. This analysis showed that while multimodal, hyperlinked and purposeful online reading was clearly taking place as a situated and transformative experience, there were, nevertheless, significant restrictions in the enactment of the theory, specifically, the partiality of the meaning-making paths designed to scaffold students’ learning, the absolute invisibility of semiotic resources used for making meaning and the adoption of an uncritical attitude toward meaning making. Finally, discussion is made of the most significant insights to be drawn from this analysis, concerning the potentials of such platforms for practice and research and the need for practitioners to develop their understanding of online reading to learn in order to fully enact the theory underpinning the multiliteracies approach.
摘要本文旨在探讨在线探究性阅读的多元阅读方法。在介绍了这一理论的关键原理之后,我将注意力集中在一个以其学习目标而闻名的在线平台上——TED-Ed——作为研究这种方法的实用性的实证基础。我们研究了该平台上的一节原始课程,发现它只部分符合所讨论的教学法。这一分析表明,虽然多模态、超链接和有目的的在线阅读显然是作为一种定位和变革的体验发生的,然而,在理论的制定中存在重大限制,特别是,旨在支撑学生学习的意义生成路径的偏袒,用于生成意义的符号学资源的绝对不可见性以及对意义生成采取不批判的态度。最后,讨论了从这一分析中得出的最重要的见解,涉及这些平台在实践和研究方面的潜力,以及从业者需要发展他们对在线阅读学习的理解,以便充分实施支撑多元读写方法的理论。
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引用次数: 2
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Pedagogies
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