Pathfinders or Explorers : Student teachers’ ways of handling the challenges of classroom management in a simulation

Acknowledgements This research has been supported by the Swedish Research Council [reference number 721-2011-4741]Peer reviewedPublisher PD

Preservice teachers’ confidence and preferred teaching strategies using TeachLivE™ Virtual Learning Environment: A two-step cluster analysis

TeachLivETM, a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivETM within the Australian context, captures preservice teachers’ (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred ‘Questioning’ and ‘Direct Instruction’ methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators

Using Simulation Technology to Train Teacher Candidates in Classroom Management

This study used a multiple baseline across behaviors design to analyze the effects of didactic training plus simulated rehearsal and feedback on a preservice teacher’s implementation of behavior management skills (i.e., opportunities to respond, behavior specific praise, token reward system) with students with autism spectrum disorders (ASD). Results indicate a functional relation between the intervention package and increased teacher performance across all three behavior management skills. Participants reported positive perceptions and experiences of the use of simulated classroom environments like TeachLivETM as a training component. Implications for future research and practice are provided

Enhancing Free-text Interactions in a Communication Skills Learning Environment

Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs

Transforming transitions to school: Using funds of knowledge and identity

This resource describes a project where ten Western Australian Independent Schools embraced a way of viewing children and their family’s transition to school. Participating teachers came together as a community of practice and engaged in different ways of thinking and investigating accepted practice.Transition practices were affirmed or challenged as teachers were mentored through design-based thinking. Transition ideas were explored focussing on children’s funds of knowledge and identity. This resource outlines why transitions are important, considers transitions through a funds of knowledge and identity lens, and describes each school’s journey as they re-imagined transitions in this project. Finally, the ideas and strategies that supported the adoption of new practices to affirm a child-centred approach to transition are described..

Student Transition into Kindergarten: A Case Study of the Reggio Emilia Approach

The purpose of this intrinsic case study was to arrive at a better understanding of what teachers contribute to the unique issues of student transition from a Reggio Emilia approach preschool into kindergarten. Transition was defined as “. . . reciprocal organization activities and cooperation (vertical connection), one of the aims of which was to connect with families (horizontal connection)” (Ahtola et al., 2016, p. 169). The central question of the research is; what do Reggio Emilia approach schoolteachers contribute to transition? Vygotsky’s (1978) social constructivist theory involved the “actual relations between individuals” (p. 57), and social constructivist theory, along with the zone of proximal development (ZPD) and the more knowledgeable other (MKO) guided this study. The concepts with Vygotsky’s theory empower students in the course of transition into kindergarten. This study explored the behavior of 15 participating preschool teachers at a Reggio Emilia approach school in the Midwest. Data collection in the field was individual interviews, observations, and journal entries, and analysis was primarily through direct interpretation and secondarily with the individual instance. Fifteen Midwestern Reggio Emilia approach teachers were interviewed and observed culminating in analysis and conclusions from the research that identified teachers’ behaviors that contributed to successful transition into kindergarten. The study data was coded and categorized that resulted in establishing themes of the Reggio Emilia phenomenon. Study findings were reviewed and results revealed in association with the literature and relevant theories and implications

Assessing creativity in TV studio production

This paper will seek to gauge how media production can be taught within Higher Educational Institutions to inspire the next generation of programme makers to create original student led productions, rather than replicating content. Brown and Duthie ask how media educators and teachers of film and television production courses assess creativity and discuss innovative approaches to learning, teaching and assessment in the academy and ask how we can encourage risk taking in a risk averse environment. This paper considers whether contemporary global TV formats can be the catalyst for new ideas and content and how to encourage students to be film and TV making pioneers