16,811 research outputs found

    Developing the scales on evaluation beliefs of student teachers

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    The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

    Effect of Self-Evaluation and Teaching Setting on Teacher Intensity Behaviors Among Preservice Elementary Education Majors Enrolled in a Music Methods Course.

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    The purpose of this study was to examine the effect of teaching setting and self-evaluation on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects (N = 44) completed a pre- and posttest and four treatment lessons which were videotaped and analyzed by the investigator using a behavioral checklist which was divided into three sections: Personal Delivery Skills, Accuracy of Instruction and Classroom Management. There were four treatment groups: peer/general, practicum/specific, practicum/general, or peer/specific. Peer teaching subjects taught in the university classroom while practicum subjects taught at a kindergarten. General self-evaluation subjects used the Continuous Response Digital Interface (CRDI) while specific self-evaluation subjects used a behavioral checklist. Each subject also completed one peer-evaluation. A panel of experts used the CRDI to evaluate subjects in the general treatment group. Pre- to posttest analyses indicated that setting and self-evaluation tool did not have an effect on teacher intensity. All subjects made significant gains from pre- to posttest. Analysis of the treatment lessons indicated no effect due to setting or self-evaluation tool although there were differences across lessons. The highest total score was obtained on lesson 1 which had no music task. The highest delivery score was obtained on lesson 3 which again focused on a non-music task. Subjects teaching peers had better delivery on the first lesson while subjects teaching children had better delivery on lessons two through four. Accuracy of instruction was highest on lesson one (no music) regardless of setting or evaluation tool. Classroom management scores were significantly higher on lessons three and four. Comparative analyses indicated that subjects rated themselves and their peers higher than did the experts using the CRDI or behavioral checklist. Descriptive observations of the attitude survey indicated that subjects who taught children rated the course higher than did subjects who taught their peers while subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    ELT SOPHOMORES’ EVALUATIONS ON THE APPROACHES AND METHODS COURSE

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    Student teachers’ reflections on their course activities play an important role in both teacher educators’ reflective teaching practices and bettering pre-service teacher education programmes. Since teacher cognition is also shaped during pre-service education years, teacher educators should collaborate with student teachers to serve their needs better and refresh their academic identity. Thus, this study aimed to find out ELT sophomores’ evaluations on the Approaches and Methods Course. The study was conducted at a state university in ELT Department during 2018-2019 Fall term and there were 31 participants (8 males, 23 females, aged between 19-22) taking the course. The participants filled out a 10-item survey regarding their experiences and their opinions about the course activities, and content analysis was applied to code and categorize their written answers. All the participants indicated that this course is a professional requirement, basis of ELT and they have learnt various classroom activities or techniques. 11 think the approaches and methods learnt in the course are applicable in their future teaching contexts while 4 think they are inapplicable and finally 16 think some of them are applicable stressing the contextual differences, time constraints, crowded classrooms, different learner characteristics and effect of technology. 27 stated that they were taught English via GTM in their previous learning experiences. 27 indicated that the course contributed to their professional knowledge and skills in terms of gaining valuable teaching skills, having different standpoints, developing teaching experience, improving reading, comprehension and vocabulary, serving changing student needs. All reported that the preliminary discussions held at the very beginning of the class about the last week’s topic were a useful reminder of the previous topic, made easier adaptation to the lesson, were a good means for checking student understanding, reinforcement, better and easier understanding and getting ready for the new topic. 14 held negative perspectives about making theoretical presentations with their classmates. They focused on public speaking anxiety, presenter' incompetence, irresponsible members, complicated content. However, 13 held positive perspectives and focused on learner autonomy, cooperative skills, sharing responsibility, fun, feeling like a teacher. 29 stated that watching related videos about the approaches/methods at the end of the class was beneficial in terms of remembering the details, seeing real applications, fun, clear and better understanding, practical awareness, real life applications. 20 stated that they encountered some difficulties while making presentations such as public speaking anxiety, pronunciation mistakes, abstract language of the book, irresponsible members, intense content, lack of content knowledge. 14 stated that all course activities were useful, 10 found micro teaching as the most important activity whereas 10 found theoretical presentations as the least important activity. Finally, 14 recommended teacher lecturing instead of student lecturing for theoretical presentations. The findings offer significant clues for teacher educators for their delivery of instruction and give opportunities for a better understanding of student teachers’ learning preferences.  Article visualizations

    The teacher educator as (re)negotiated professional: critical incidents in steering between state and market in Australia

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    [Abstract]: A dominant discourse in western higher education circles is currently concerned – even obsessed – with the marketisation of knowledge as a commodity to be purchased and traded (Healy, 1998; Poole, 1998; Richardson, 1998). These developments are broadly allied with managerial changes that some have called ‘steering at a distance’ (Kickert, 1991; Marceau, 1993), whereby the impact of the state on individual higher education workers is maintained and intensified at the same time that pressure is applied to ‘wean’ universities from government funding. This paper explores a different kind of ‘steering’, the kind that is being engaged by Australian teacher educators confronted by developing competitiveness in higher education. We argue that these changes compel teacher educators to (re)negotiate their professionalisms; to re-examine their attitudes towards, and values within, education and its practices as they (individually and collectively) steer new courses through the state and the market. We illustrate our argument by referring to three critical incidents in the professional lives of teacher educators located within a globalised, multi-campus and provincial Australian university, yet with important implications also for teacher educators outside Australia. We posit the (re)negotiated professionalisms manifested in those incidents as a few among several potential kinds of steering by Australian teacher educators

    Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

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    Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

    "Curriculum Alignment To Ensure The Achievement Of The Teacher's Graduation Profile"

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    "Initial teacher training is recognized as one of the fundamental factors to improve the quality of educational processes in the classroom, therefore, it is relevant to ensure that future teachers acquire the disciplinary and pedagogical skills necessary for the exercise of a teaching practice appropriate to the diversity. In this sense, the purpose of this study was to analyze the curricular alignment process of the Initial Teacher Training (FID) curriculum for primary education in the training proposal of an Institute of Higher Pedagogical Education. The approach that is assumed is qualitative with a phenomenological design, which allows the description and interpretation of the incorporation and approach of the National Basic Curriculum Design (DCBN) of the FID in the levels and processes of management through documentary analysis and interviews that collect the experiences of the participants. The research made it possible to describe the meaning and specific character of the curricular alignment processes, the implications of assuming the transversality of research and pre-professional practice, and the relevance of integrative projects in the articulation of the curriculum and the improvement of the efficiency of initial teacher training in terms of skills development. Experience reveals that. to improve the coherence between the initial teacher training curriculum and the pedagogical practice aimed at achieving the teacher's graduation profile. Permanent reflection by the educational community and continuous improvement of their skills is required.

    Effective secondary choral teacher behaviors: A survey of Oklahoma secondary choral directors.

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    The data collected helped provide an overview of behaviors that secondary public school choral teachers believe could be used in a music teacher assessment tool.The following research questions were considered throughout the investigation: (a) What are important instructional behaviors that secondary public school choral music teachers in the state of Oklahoma believe should be included in a secondary choral music teacher assessment tool? (b) Is there a difference of opinion on important instructional behaviors between secondary public school choral music teachers based on years of experience? (c) Is there a difference of opinion on important instructional behaviors between teachers in rural and urban districts? (d) Is there a difference of opinion on important instructional behaviors between secondary public school choral music teachers teaching at the following levels: Mid High 9th--10 th grades, Senior High 11th--12th grades, Middle School 6th--8th grades, Junior High 7th--9th grades, and High School 9th--12th grades? (e) Is there a difference of opinion on important instructional behaviors between secondary public school music teachers from small schools and music teachers from large schools? (f) Is there a difference of opinion on important instructional behaviors between secondary public school choral music teachers of varying ages? and (g) Is there a difference of opinion on important instructional behaviors between male and female secondary public school choral music teachers?The purpose of the study was to identify effective secondary choral teacher behaviors that could be used in a choral teacher assessment instrument. Participants were 180 secondary public school choral teachers from the membership rolls of the Oklahoma Music Educators Association.The survey was drawn from the music education research base and was piloted for content validity. Descriptive statistics, cross tabulations and Pearson Chi Square statistics were used for data analysis. Cronbachs Alpha was employed to determine reliability of item clusters. Data analysis showed several behavioral commonalities among the survey participants as well as three areas of significant difference. Those areas were "use of technology in the classroom", "written lesson plans for every class", and adjudicated performances used for teacher assessment". Secondary public school choral teachers preferred behaviors that relate directly to inter-acting with students as opposed to behaviors that deal with paperwork

    Pre-service teacher's perception on the merits of microteaching towards their teaching practice at UIN Sunan Ampel Surabaya

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    Penelitian ini membahas tentang persepsi mahasiswa PPL 2 tentang manfaat dari mikroteaching terhadap praktik mengajar mereka di UIN Sunan Ampel Surabaya pertanyaan penelitian adalah 1) Apa persepsi mahasiswa PPL 2 Pendidikan Bahasa Inggris tentang manfaat microteaching terhadap praktik mengajar mereka di uinsa? 2) Apa aspek paling penting untuk dipertimbangkan dalam mengembangkan keterampilan mengajar melalui microteaching berdasarkan persepsi mahasiswa PPL 2 Pendidikan Bahasa Inggris. Ini adalah penelitian kualitatif. Peneliti melakukan survei dengan menggunakan kuesioner yang diisi oleh 30 responden. Selain itu, peneliti melakukan wawancara dengan 10 mahasiswa PPL 2 Pendidikan Bahasa untuk mendapatkan informasi lebih lanjut tentang mengembangkan keterampilan mengajar melalui microteaching berdasarkan persepsi mereka. Hasil dari penelitian ini adalah 1) sebagian besar mahasiswa PPL 2 Pendidikan Bahasa Inggris memiliki persepsi bagus tentang manfaat microteaching 2) Ada beberapa aspek microteaching yang harus ditingkatkan seperti sistem microteaching itu sendiri dan pemberian saran dari dosen. Hasil dari penelitian tersebut dapat menjadi referensi untuk jurusan pendidikan bahasa inggris untuk memperbaiki program microteaching
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