Authentic Teaching Research Articles

Making ‘Brain Food’: converting photosynthesis into a positive learning experience through authentic instruction

ABSTRACT The purpose of this study was to explore the impact of authentically based instruction using the 5E model as the structure for lesson delivery on student emotions and the extent to which the students perceived that the teacher was facilitating mastery goals. Participants were 241 sophomore and junior biology students in three urban high schools in a large city in the Midsouth region of the United States. Two conditions occurred: a lesson designed using authentic 5E model, while the other was a text-based lesson on the topic of photosynthesis. The results suggest that the authentic 5E instruction increased interest and enjoyment and decreased anxiety, hopelessness, frustration, confusion, and boredom as compared to the text-based instruction. Furthermore, the students in the authentic group perceived that the teacher facilitated more mastery goals than the comparison group. Finally, we found that the change of student perception in teacher mastery had a predictive relationship with change in positive and negative emotions. Implications of this study are that authentic instruction can lead to positive academic outcomes and that perceived teacher mastery can have a positive influence on student emotions, which in turn can generate motivation and achievement in high school science courses.

“Asking, Learning, Seeking Out”: An Exploration of Data Literacy for Teaching

The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.

Belonging, achievement and student satisfaction with learning: The role of case-based Socratic Circles

ABSTRACT We investigate the effectiveness of combining Socratic Circles with case-based learning in an undergraduate class as a means of both helping students overcome their reluctance to speak publicly and to experience the deep learning associated with case-based learning. Using partial least squares modelling (n = 84) this combination of pedagogies returns statistically encouraging results influencing desirable learning outcomes of perceptions of achievement, sense of belonging and overall satisfaction. Furthermore, statistical results demonstrate the presence of a sense of belonging in the class and perceptions of achievement explain the relationship between this pedagogy and satisfaction with learning. We conclude this active, authentic teaching strategy does achieve meaningful learning outcomes for students and may be a powerful teaching strategy.

Exploring Ways to Support Preservice Teachers’ Use of UDL in Planning and Instruction

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. Findings are shared as well as recommendations for future practice.

‘Just write anything’: exploring the school literacy practices of high school students in the United Arab Emirates

ABSTRACT Today, many literacy scholars have accepted that there is a continuum of legitimate literacy practices. In view of this, this study explored the effects of schools’ literacy practices on eight high school students in the United Arab Emirates (UAE), juxtaposing these practices against the ‘knowledge processes’ framework to determine the extent to which these practices represent the whole literacy practices continuum. The findings indicated that schools predominantly rely upon didactic pedagogy in English and Arabic language classes. However, although such didacticism overshadows authentic literacy pedagogy, there were instances in which the participants ‘wove’ their lived experiences in with their school literacy practices. As students will find ways to break away from purely didactic pedagogy in any case, the authors implore schools to validate students’ lived experiences in the context of literacy instruction.

Super Vision: The Role of Remote Observation in The Professional Learning of Student Teachers and Novice Placement Tutors

Developments in the application of remote live technology are reshaping conventional methods of classroom observation. Lessons can now be observed through digital networks without the need to physically visit school sites. This study sought to investigate if remote observation could support the professional learning of student teachers and novice placement tutors on an Initial Teacher Education programme, and to examine the perceived challenges. A case study approach was employed, based on qualitative semi-structured interviews with eight students teachers and two novice placement tutors. Findings indicate that professional learning for both student teachers and placement tutors was facilitated by a number of factors. Remote observation reduced reactivity to create more authentic teaching and learning contexts. It also facilitated social learning through dialogue, the provision of detailed feedback from multiple sources and the prompt implementation of recommendations in subsequent remotely observed classes. Limitations and potential further applications of remote live observation are also outlined.

Becoming a music teacher: Korean music student teachers’ perceptions of their student teaching experience

ABSTRACTStudent teaching is the culminating field experience in a teacher preparation programme. The purpose of the study was to explore Korean music student teachers’ perceptions of their student teaching experience. To collect data for this study, in-depth interviews, observation, and documents were used. The results of this study showed that during student teaching, participants had authentic teaching experiences, but needed closer collaboration between the university and the teaching context. Korean music student teachers also felt that a community of student teachers helped them grow as professional music teachers; hence student teacher peers may be another important resource for successful student teaching. Finally, they focused on reflective teaching, but specific ideas and strategies to improve their teaching skills were rather vague. Suggestions for future research on music student teaching are provided.

Developing Literacy-minded Educators: Authentic Field-based Teacher Preparation

ABSTRACTThe authors examine the influence of a course focused on literacy and data in a field-based teacher preparation program on teacher candidate preparedness to teach literacy. This course is taken by Birth to grade 12 candidates during their third year in the program and places them in local schools eight hours per week for twelve weeks. Our findings suggest: a) candidates obtained a deep understanding of the multifaceted nature of literacy instruction; b) candidates displayed the ability to authentically differentiate literacy instruction to meet student needs; c) candidates felt confident making “in the moment” decisions to improve literacy instruction; and d) candidates developed confidence as a literacy teacher. In our discussion, we consider these findings in relation to being immersed in high-quality field experiences with strong faculty support and collaboration with a range of stakeholders, and how these factors may have contributed to some of the professional knowledge development in the candidates.

Performing ‘teacher’: exploring early career teachers’ becomings, work identities and the [mis-]use of the professional standards in competitive educational assemblages

ABSTRACT This paper explores the relationship between early career teachers’ (ECTs) work identities, neoliberal education assemblages, and mandated professional standards. The task of supporting and retaining beginning teachers has received considerable attention in recent years in the face of alarming rates of teacher attrition internationally. The study, undertaken in Western Australia, explores how ECTs construct identities in response to competitive educational discourses, high levels of individual stress, insecure employment, excessive work-loads and limited formal support. The Australian Professional Standards are an example of ‘organisational learning’ that aims to support ECTs. However, our research suggests that in practice a managerial ‘tick the box’ approach to addressing the Standards renders them ineffective. We consider how embodied teacher identities are moulded in neoliberal secondary schools through concepts of performativity. This paper concludes that the performing arts can offer creative, collaborative and impassioned approaches to encouraging authentic teacher identities to support and retain ECTs.

Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts

This paper explores the 5E model of lesson design (engage, explore, explain, extend, evaluate) in English Language Arts (ELA) classrooms in consideration of an authentic teaching and learning framework. This quasi-experimental pre and post intervention study centers on student motivation and academic emotions regarding direct instruction in comparison to an authentic, 5E lesson. When comparing pre and post conditions across two types of instructional methods (direct instruction and authentic, 5E lessons), findings suggest students are less interested and more bored when participating in direct instruction experiences. Moreover, academic pressure increased in the authentic group while classroom mastery decreased.

유아교사의 창의·인성 교육에 관한 실천적 지식의 인식 변화과정

This study aims to examine the experiences of early childhood teachers who conducted creativity-character education in educational facilities and explore the change in practical knowledge process regarding their creativity-character education. For methods, participants were targeted and sampled among early childhood teachers interested in practical knowledge on their creativity-character education, performed in-depth interviews and analyzed collected data qualitatively. In this way, drawn results included “the first meeting between creativity-character education: seeing the given creativity-character education with a glasses of viewpoint,” “searching for creativity-character education: dual play between ambiguous feeling and confusing emotion in search of intangible creativity-character education,” “making creativity-character education: making invisible creativity-character education visible,” “Finally realized authentic creativity-character education: the discovery of successful key to achieve the authentic creativity-character education. The present study is expected to propose complements and improvements of kid creativity-character educational program to be developed and provide basic data for the future creativity-character education research by analyzing the process of practical knowledge regarding creativity-character education to be developed as early childhood teachers practice creativitycharacter education.

Authentic Teaching to Promote Active Learning: Redesign of an Online RN to BSN Evidence-Based Practice Nursing Course.

Although an evidence-based practice course (EBP) is taught in most undergraduate nursing programs, timeworn teaching strategies of lecture, discussions, and narrative written assignments are typically used. The current online EBP course in an RN-BSN program was initially developed with low level objectives and included busywork that did not provide students with an opportunity to apply the seven steps of the EBP process. Revision of the EBP course incorporated authentic teaching/learning methods, in which active learning was required since students actually worked through the seven steps of the EBP process; first through small group online discussions and then through individually crafted assignments. The project was not implemented since it was based on a realistic but fictitious clinical scenario that was used throughout the various steps. Each step began with all students working from the same information or data, which helped to focus on learning the EBP process itself. Students reported decreased stress by first working collaboratively in groups where they received support from faculty and classmates, then completing individual assignments. Faculty were in turn given support when giving feedback and grading assignments by using completed templates and reference lists that were provided for them. Students also demonstrated better preparation to develop and implement their own EBP projects in their capstone course.

Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making


 
 
 The process of using analytic data to inform instructional decision-making is acknowledged to be complex; however, details of how it occurs in authentic teaching contexts have not been fully unpacked. This study investigated five university instructors’ use of a learning analytics dashboard to inform their teaching. The existing literature was synthesized to create a template for inquiry that guided interviews, and inductive qualitative analysis was used to identify salient emergent themes in how instructors 1) asked questions, 2) interpreted data, 3) took action, and 4) checked impact. Findings showed that instructors did not always come to analytics use with specific questions, but rather with general areas of curiosity. Questions additionally emerged and were refined through interaction with the analytics. Data interpretation involved two distinct activities, often along with affective reactions to data: reading data toidentify noteworthy patterns and explaining their importance in the course using contextual knowledge. Pedagogical responses to the analytics included whole-class scaffolding, targeted scaffolding, and revising course design, as well two new non-action responses: adopting a wait-and-see posture and engaging in deep reflection on pedagogy. Findings were synthesized into a model of instructor analytics use that offers useful categories of activities for future study and support 
 
 

Exploring changes in mathematics teachers' envisioning of potential argumentation situations in the classroom

This study examines changes in teachers' envisioning of potential classroom argumentation situations through experiencing a cycle of: (1) analyzing various tasks' affordances for argumentation, (2) collaboratively analyzing examples of (other) teachers' analyses of those tasks' potential for argumentation, (3) refining initial analyses, and (4) reflection. Analysis of teachers' initial and refined responses revealed changes in the variety of dimensions of argumentation envisioned (e.g., mathematical, social, cognitive) and in the number of teachers categorized in each dimension. The paper provides evidence of the potential of collaborative analysis of authentic teacher responses for teachers' learning of key aspects of argumentation practice.

Everyman's Climb

Hal and Verity represent two different philosophies of learning, one used by most of us. In today’s world, authentic teaching is indeed a heroic act, but may not be the most popular. This piece draws distinctions between these choices, each time we teach a course, each day we walk into the classroom, and even when working with an individual student; they are ever present.

Authentic learning tasks and assessment in Physical Education teacher education

Traditionally, physical education teacher education programs (PETE) prepare pre-service PE teachers through various separate courses and by providing authentic teaching-learning situations where learned knowledge and skills can be applied. However, within this fragmented educational approach a lack of transfer of what is learned in university and what is asked during authentic teaching situations can be observed. In order to better prepare students to become effective PE teachers, Fontys University completely redesigned their PETE program by placing authentic learning tasks at the center of the curriculum. As a consequence, in our assessment program we cover various levels of Miller’s pyramid and make high stakes (summative) decisions at the end of a unit only when preceded by and based on multiple low-stake assessment data points. The low stake data-points inform students on their development and also inform teacher educators on the effectiveness of the educational program and/or their scaffolding or guidance.

¿Qué Tipo de Docentes Tutorizan las Prácticas de los Futuros Maestros de Primaria?

During the internship, the school's tutors become examples for the professional development of the students. In this sense, the purpose of this research is to identify the archetypes of teachers who guide to the future primary teachers, based on the proposal of Esteban y Mellen (2016). The sample is composed by 230 students enrolled in any of the four internship subjects of the Primary Education Degree, in the 2017-2018 course. Based on a qualitative descriptive-interpretative perspective, the characteristics of the tutors in the workplaces have been analysed, through the content analysis of the students’ reports. The results show that the most frequent archetype is the personal and authentic teacher, highlighting a caring attitude towards the professional and personal relationships with the students. Aspects like the content domain of the teacher transmitter of stories or the educational innovation of the teacher motivator of learning have also been collected. The conclusions suggest the importance of the way of being and exercising the educational processes from the tutors due to their influence in the students’ teacher professional identity construction.

Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

This novel study investigates the effectiveness of two dialogical feedback methods, peer dialogue assessment and dialogical feedback provided by an academic, when they are used as assessment as learning tools in undergraduate physical education courses. Education students from the University of Newcastle, Australia (n=288), participated in this investigation and completed eight weeks of face-to-face on-campus physical education studies followed by a 3 or 4 week in-school teaching program (~1.5 hrs/week). Students engaged in either peer dialogue assessment or dialogue provided by an academic at the completion of each concurrent teaching session with their respective peer group or academic. Both feedback groups exhibited equivalent and significant improvements in teaching self-efficacy, teaching competence and teaching confidence. This study provides support for embedding formative assessment tasks in an authentic teaching environment in undergraduate physical education courses, and using dialogical feedback (peer or academic) to facilitate reflection and furthering learning in this context.

The Authentic Athletic-Academic Model:

Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.

The Authentic Athletic-Academic Model

Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.