Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

Presentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were measured, number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank.  There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Students\u27 conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments. Framed within the social cognitive perspective, it focuses on a group of students from an under-researched population. Focus group interviews were used to elicit information about the nature of SRL strategies and contexts for their use. The findings reveal that students employ a range of SRL strategies, from shallow to cognitively rich and deep processing. Furthermore, the use of SRL strategies alters under different contextual influences such as personal goals, SRL phase specific conditions, semester and academic capabilities

Beliefs, Processes and Difficulties Associated with Mathematical Problem Solving of Grade 9 Students

Problem solving is a core component of mathematics education around the world. However, students face a number of challenges when engaged in mathematical problem solving. This paper examines the beliefs, processes and difficulties associated with mathematical problem solving of Grade 9 students. Consistent with the constructivist notions, we framed the study within Mayer's work who approached problem solving as a process that is largely influenced by problem representation and problem solution. We conducted semi-structured interviews with 12 Grade 9 students and further engaged them in solving five different word problems. The findings revealed that they struggle with solving mathematical word problems due to five major reasons. These include: making sense of the problem statement, conceptual understanding, contextualization, visualization of the problem, and critical thinking and reasoning. We conclude the paper by discussing relevant implications for mathematics education in Pakista

Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context

Teachers are effective agents who can introduce and support students’ self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers’ perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers’ beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers’ efforts to support students’ SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice

A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

This paper presents an in-depth case study of how a Grade 7 teacher, supported students’ self-regulated learning (SRL) by highlighting her perspectives and classroom practices. Under the influence of social cognitive theory, we drew on the self-regulated strategy development (SRSD) model by Harris and Graham to frame the teacher’s approach. Data reveal that the teacher emphasized the process of learning, giving a clear vision of goals, in order to support students’ SRL. We document the components involved in the teacher’s approach which include: developing the context for learning and tuning in, brainstorming, focused and explicit teaching, extending learning, evaluating, and developing advanced cognitive networks for linking understanding and new ideas. We describe these components in detail to be of use to educators and practitioners. We conclude that a teacher may employ different practices to support students’ SRL within a real-life classroom

Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

A key question concerning educational researchers is how to promote students’ self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of a primary school teacher who supported students’ SRL by employing an experiential learning approach. We gathered data throughout an 11 weeks long academic term in the teachers’ classroom through participant observations and semi-structured interviews. Informal conversations were conducted and physical artefacts were collected throughout the participant observations. We describe the teacher’s overall approach by highlighting a network of connections between SRL and experiential learning. This includes: connecting learning with real-life experiences, active learning, motivation, critical and reflective thinking, and inventing and resolving problems. We conclude that SRL and experiential learning are mutually reinforcing. However, more studies are needed to establish the underlying links. We contend that the teacher’s role in promoting SRL should be examined in diverse contexts to tackle its complexity

Social interactions that support students' self-regulated learning: A case study of one teacher's experiences

Developing self-regulated learning (SRL) among students is critically important to enable success in and beyond school. This case study highlights the practices of an experienced Grade 7 teacher, Janet (pseudonym), who supported students' SRL through social interactions. This exemplary case was drawn through a screening procedure with data collected via an in-depth interview, informal conversations, and classroom observations. The study presents the teacher's perspective and ways of working to support students' SRL. The data reveals that constructive social interactions and SRL are closely linked. The implications are discussed in light of SRL supportive teaching practices. (C) 2015 Elsevier Ltd. All rights reserved