Developing critical reflection skill among pre-service teacher through collaborative inquiry using social media

Despite the constructive comments provided by the lecturer and teacher educators, pre-service teachers still failed to reflect critically in their teaching skills. Concerning this matter, David (2008) suggests teachers to meet regularly through collaborative inquiry while Croco and Cramer (2005) suggest the use of technology as added-value in improving their teaching skills. By using technology such social media, pre-service teacher should continuously engage in discussions with their lecturer and teacher educator so that they could constantly reflect critically during their teaching practice. The ability to reflect critically among trainee teachers must start with reflective thinking. Thus, the purpose of this study was to develop critical reflection among the pre-service teachers based on a conceptual framework developed from Schon's (1983) reflective practices model and Kilbane's (2007) collaborative inquiry model using social media. The research sample comprised five pre-service teachers from a Malaysian public university which was selected on the basis of their ability in using social media platform. The instruments used in this study were Facebook group and interviews. The transcripts derived from the online discussions among the students, pre-service teachers, lecturer and teacher educators through Facebook group were analysed using coding procedure developed from Henri's (1992) cognitive skills model and Kilbane's (2007) collaborative inquiry model. The findings indicated that the pre-service teachers were able to develop critical reflections during their teaching practice and thus, improved their teaching skills. ; ;

Providing Variations of Learning Modalities to Scaffold Pre-Service EFL Teachers in Designing Lesson Plan

The present study reported self-reflective study on Instructional Design (ID) course at an English Education Department, East Java in a period of one semester. In this study, I did self-reflection throughout the whole process of my teaching program applying variations of learning modalities. This self-reflection examined the problems experienced by pre-service teachers in designing lesson plan, examined impacts of implementing variations of learning modality in scaffolding the construction of group and individual lesson plan, and described response made by course participants having joined ID course. The data collection technique used to elicit problems faced by pre-service teachers in designing lesson plan were document analysis of lesson plan and conference with pre-service teachers. Field notes and diary were used to collect data about how variations of learning modalities (i.e. modelling, peer collaboration, individual task) help pre-service teachers design lesson plan. Written reflection made by pre-service teachers was used to collect data about responses towards ID course. The findings revealed that variations of learning modalities could help pre-service teachers in the process of writing effective lesson plan. Through modelling, pre-service teachers could recognize deeply about the features of lesson plan structure. Through collaboration, students could acquire both social skills (communication skill, responsibility, trust, respect, care, and tolerance) and academic skills (ability to create effective lesson plan). In independent task, pre-service teachers became more self-directed learners and gained confidence in accomplishing the task. The result of critical reflection revealed that pre-service teachers responded positively towards variations of learning modalities provided in ID course

Providing Variations of Learning Modalities to Scaffold Pre-Service EFL Teachers in Designing Lesson Plan

The present study reported self-reflective study on Instructional Design (ID) course at an English Education Department, East Java in a period of one semester.  In this study, I did self-reflection throughout the whole process of my teaching program applying variations of learning modalities. This self-reflection examined the problems experienced by pre-service teachers in designing lesson plan, examined impacts of implementing variations of learning modality in scaffolding the construction of group and individual lesson plan, and described response made by course participants having joined ID course. The data collection technique used to elicit problems faced by pre-service teachers in designing lesson plan were document analysis of lesson plan and conference with pre-service teachers. Field notes and diary were used to collect data about how variations of learning modalities (i.e. modelling, peer collaboration, individual task) help pre-service teachers design lesson plan. Written reflection made by pre-service teachers was used to collect data about responses towards ID course. The findings revealed that variations of learning modalities could help pre-service teachers in the process of writing effective lesson plan. Through modelling, pre-service teachers could recognize deeply about the features of lesson plan structure. Through collaboration, students could acquire both social skills (communication skill, responsibility, trust, respect, care, and tolerance) and academic skills (ability to create effective lesson plan). In independent task, pre-service teachers became more self-directed learners and gained confidence in accomplishing the task. The result of critical reflection revealed that pre-service teachers responded positively towards variations of learning modalities provided in ID course. 

A Problem-based Learning Model in Biology Education Courses to Develop Inquiry Teaching Competency of Preservice Teachers

This study was aimed to: 1) develop a problem-based learning model in the Biologyy education, and 2) obtain the expert evaluation on the appropriateness of the developed model. The model was developed using the instructional design system approach based on the analysis of Biology teachers' needs, and literary study on the characteristics and process of the problem-based teaching. The evaluation of the model was done by two experts at Biology education. The data obtained from the evaluation were analyzed descriptively. The structure of the developed model in the courses of Biology Teaching Strategies, Micro Teaching, and Teaching Practicum consisted of the following stages: identification of the problems, plan of the problem solving, implementation of the problem solving, presentation of the problem solving result, and reflection of the problem solving. Those five stages were carried out repeatedly in several cycles. The result of the expert evaluation showed that the developed model was in accordance with the characteristics of the problem-based teaching and was appropriate to be used to develop the inquiry teaching competency of preservice teachers

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Demystifying Preservice Teacher Reflective Thinking: A Systematic Literature Review

This systematic literature review responds to the need for research on clarity of what reflective thinking practice is and in determining the value of that practice for preservice teachers. While much has been written about preservice teacher reflective thinking, few studies have explored empirical research on the processes that inform and shape preservice teachers’ reflective practice. This study examines the existing literature to discern common themes in the diverse definitions of reflective thinking. This study also examines diverse frameworks that help teacher educators guide, analyze, assess, and measure the quality of preservice teacher reflective thinking. This study helps inform education preparation programs on program-level shifts to consider improving the quality of reflection for all preservice teachers and to realize critical reflection into taking action to provide outstanding educational opportunities and outcomes for each student. Findings from within the literature suggest preservice teachers’ thinking can be developed through instruction, pedagogical processes, and artifacts. This finding holds for preservice teachers in a wide range of grade levels and content areas

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Teaching Through the Lens of Humane Education in U.S. Schools

Humane education (HE) is a specialized niche in higher education and adult learning. HE provides a curricular framework positioning environmental ethics, animal protection, human rights, media literacy, culture, and change processes as the nexus for understanding and inspiring social change. Research-derived experiences illuminating how educators conceptualize and implement HE in U.S. schools are absent from the scholarly literature. Facing this gap, practitioners and administrators of HE programs cannot access nor apply research-derived practices to inform instruction. To address this gap, a conceptual framework was advanced weaving together HE teaching experience, Freirean philosophy, hyphenated selves, reflection-in-action, transformative learning, and transformative education to explore and understand what it means to be a practitioner teaching through the lens of HE in U.S. primary, secondary, and post secondary classrooms. A qualitative, multi case study was designed wherein purposeful and maximum variation sampling resulted in the recruitment of 9 practitioners working in Kindergarten to post secondary contexts. Eight practitioners were alumni of HE programming, and 1 practitioner engaged self-study of HE pedagogy. Each bounded system included the HE practitioner, his or her classroom context, and local school community. Interviews, document review, within-case analysis, and cross-case analysis resulted in key themes illuminating the need to design a comprehensive system of field-based learning and ongoing professional support to benefit HE practitioners. A policy recommendation is provided to shape programming, policy development, and resource allocation to improve and sustain HE as a field of study and professional practice