Teaching Methods Course Research Articles

Secondary physical education teaching methods course: through the lens of the preservice teachers

ABSTRACT Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs’ questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses.

“Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education

In this paper, I share the process of designing, implementing, and analyzing a community-based methods course alongside youth organizers, adult allies, and teacher candidates (TCs) through a critical qualitative research project. Informed by intergenerational grassroots community organizations, community-based pedagogy is a praxis to center the strengths and needs of local people, places, and ecosystems in the classroom. I discuss the framework and use of community-based pedagogy in a teacher education methods course as informed by youth organizers and adult allies of two local youth-centered grassroots organizations. To further the development of community-based pedagogy, I examine how the facilitation of adult ally trainings by youth organizers in a methods course informed their community organizing endeavors and also encouraged TCs to conceptualize community-based pedagogy in PreK-12 classrooms. The findings and implications identify community-based pedagogy as a possible strategy for schools, communities, and teacher education programs to collaborate for transformative social change.

Erratum. Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Erratum. Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Pre-service chemistry teachers’ use of pedagogical transformation competence to develop topic-specific pedagogical content knowledge for planning to teach acid–base equilibrium

In this study based on mixed-methods design, we aimed to examine to what extent the participants underwent pedagogical transformation and developed topic-specific pedagogical content knowledge (PCK) for planning to teach acid–base equilibrium. Training for the acquisition of pedagogical transformation competence to develop topic-specific PCK was provided for 12 weeks during the teaching methods course. Through this intervention, the participants were taught pedagogical transformation competence in different chemistry topics and were supposed to employ it in another topic that was not covered through the intervention. To fulfill this aim, the use of explicit discussions of the transformation of content knowledge as a teaching strategies and explicit topic-specific PCK use were provided throughout the intervention. A total of 13 junior pre-service chemistry teachers participated in the intervention. The content knowledge test, Content Representation (CoRe), semi-structured interviews, focus group interview, and reflection papers were the data sources. A rubric created by the researchers was used to analyse the pre- and post-CoRe data to determine to what extent the participants could develop topic-specific PCK for planning to teach the acid–base equilibrium topic, which was not discussed through the intervention. The results showed that 11 of the 13 participants could achieve transfer of what they had learnt and experienced during the intervention to plan for a new topic, and this was identified as an enrichment of at least one topic-specific PCK component. This study presented an uneven development of topic-specific PCK components as a product of the transformation. The findings revealed that the participants showed more progress in transferring content knowledge to students’ difficulties and alternative conceptions, and instructional strategies than in the assessment component of topic-specific PCK. This study provided valuable information about pre-service teachers’ use of the pedagogical transformation competence acquired during the intervention to develop topic-specific PCK for planning to teach acid–base equilibrium and the development of the knowledge of assessment. Implications for both the enrichment of science/chemistry teacher education and future research were presented.

Examining Undergraduate Students’ Intercultural Competence in a Teaching Methods Course

As our society becomes more interconnected and multicultural, it is imperative we develop and assess intercultural competence among future professionals in agricultural education and communications. Therefore, the purpose of this study was to examine the effect of intercultural competence training on students’ intercultural competence in a teaching methods course. Students (N = 27) in this experimental design study were randomly assigned to a treatment or control group, where the treatment group members completed the Intercultural Development Inventory and underwent intercultural competence training. Results showed that students in the treatment group scored low in intercultural competence and did not mention social identity factors as frequently as the control group. Additionally, females mentioned more social identity factors than males. Recommendations from the study were that highimpact pedagogical practices should be implemented to teach intercultural competence, longitudinal studies should be used to further assess intercultural competence development over time, and research should examine the role of gender in intercultural competence development.

Preparing Culturally and Linguistically Responsive Teachers: Developing an Equity-Oriented Teacher Education Curriculum

Abstract As classrooms worldwide are becoming increasingly diverse, teacher education programs need to develop an equity-oriented curriculum, integrating domains of knowledge that prepare all classroom teachers to support the academic content and language learning of immigrant students. The first step of such an effort is to systematically examine the existing curriculum for its strengths and gaps. Using the conceptualizations of culturally and linguistically responsive teachers as an analytical tool, the study critically examined 31 out of 110 course readings required by five teaching methods courses of a US nationally ranked elementary teacher education program. The findings reveal an overall restricted focus on issues of supporting bilingual students and a discrepancy among topics addressed in different subject areas. The study calls for problematizing the “just good teaching” mindset, dismantling the deficit and monolithic portrayal of bilingual communities, acknowledging the complexity of teaching bilingual learners, and striving for conceptual coherence in curriculum reconstruction.

영어교육 전공 대학생의 직소(Jigsaw) 협동 학습에 대한 인식

The current study aims to investigate English Education Majors’ perceptions of Jigsaw Cooperative Learning in a teaching methods course for English Education majors. The 20 participants completed pre- and post-surveys including open-ended questions. Group leaders also submitted reports after ‘Expert Group’ and ‘Jigsaw Group’ meetings. Feedback from participants suggested that the method is beneficial in terms of both cognitive and affective factors: it improved reading comprehension, analysis of sentence structure, oral presentation skills, and ability to summarize passages as well positively influencing interest, peers affinity, proactive participation, and responsibility for group achievement. Analysis of the data revealed that affective factors are positively correlated with academic achievement. The meeting reports indicated that the participants planned meetings and led activities autonomously after trial and error. The study implies that the work of learners should be monitored carefully and teachers should intervene only when necessary, provided teachers formulate and implement comprehensive and detailed lesson plans to facilitate courses successfully.(Kongju National University · Mokwon University)

Perspectives on a flipped ‘English language teaching methods course’ and the association of satisfaction with digital learner characteristics

ABSTRACT Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With this in mind, the present study aimed to explore student teachers’ (N = 55) perceived experiences of learning in a flipped English language teaching methods course. Further, it examined the possible relationships between satisfaction with flipped learning and digital learner characteristics. Data were collected from written self-reports and surveys. The results revealed that flipped classrooms (a) allowed student teachers to get prepared for their future career through active learning experiences, (b) provided self-paced and differentiated learning opportunities that helped them process course content deeper and (c) encouraged them to develop a sense of ownership over their learning. However, having difficulties in transitioning into active learning due to increased workload, technical problems, and lack of instant help for clarification during pre-class work were mentioned as challenges of this approach. Based on correlation and regression analyses, there is a significant relationship between satisfaction with flipped learning and digital learner characteristics.

A Study into the Pyramid Discussion Approach with Pre-Service English Teachers in Japan

The main concern of this article is the nature and the role of an EFL classroom speaking activity, known as pyramid discussion, whereby learners progressively form larger groups as they carry out a series of discussions on certain topics. This research interest stemmed from my personal experiences as an English language teacher in the context of Japan in which the majority of the teachers still regard the act of teaching English as the presentation of compartmentalized knowledge, as opposed to the promotion of communicative abilities. In this article, I introduce an action research study into the employment of the pyramid discussion approach in an English Teaching Methods course at a Japanese university and illuminate the effectiveness of the approach on the students, who are pre-service English teachers, in the course. Data will detail how the approach could notably assist the participants in seizing communication opportunities in English and in holding positive attitudes toward their teacher, classmates, and themselves as learners and future teachers of English. Implications are provided as a conclusion

Implementing lessons learned through occupational socialization theory to influence preservice teachers’ subjective theories

ABSTRACT The purpose of this study was to examine the influence of a secondary physical education methods course and early field experience, supplemented with reflective discussions via Twitter, on subjective theories of physical education. The course was organized using recommendations from the occupational socialization theory literature. Participants were 22 preservice teachers enrolled in the course. The preservice teachers were organized into groups of three and engaged in peer teaching before beginning a junior high school early field experience. Reflective practices were incorporated throughout the course including Twitter chats prompting PTs to examine their beliefs regarding the field of physical education. Data were collected using five qualitative methods and analyzed using analytic induction and constant comparison. Data analysis led to the development of three themes: (a) becoming aware of the realities of and changes needed within physical education; (b) reconsidering what it means to teach physical education; and (c) course organization and experiences opened the PTs to challenging their subjective theories. The preservice teachers recognized issues within the field of physical education and difficulties physical educators face as well as the ability of the physical educators to work with and support youth beyond their coaching roles. In doing so, they exhibited a shift from coaching to balanced orientations. Changes were facilitated through the development of relationships with the instructor and peers, reflection, and field experience. Findings provide evidence in support of recommendations for integrating occupational socialization theory into teacher education program development. Further, Twitter can be a useful tool for enhancing reflective practices particularly when teacher educators support preservice teachers as they develop more nuanced understandings of physical education.

The Effect of Using Jigsaw Strategy on the Academic Achievement of the Home Economics Teaching Methods Course of the Designs College Female Students at Umm Al-Qura University

The Effect of Using Jigsaw Strategy on the Academic Achievement of the Home Economics Teaching Methods Course of the Designs College Female Students at Umm Al-Qura University

Moving out of the here and now: An examination of frame shifts during microteaching

Microteaching is a widely adopted instructional task in teaching methods courses. While microteaching results in promotion of self-reflection and professional development among teacher candidates, there is a relative lack of understanding of the microteaching process itself. Use of a video-recorded microteaching session as data, this conversation analytic study examines how frame shifts are used as an interactional resource to manage trouble during instruction. The analyses demonstrate that the teacher addresses student trouble displays, which lead to a halt in the progressivity of the unfolding instructional activity, in two ways: (1) the teacher shifts out of the microteaching frame to address the participants as her peers in the larger classroom context, and (2) she extends the microteaching frame to highlight the discrepancy between the current frame and actual teaching. The findings have implications for implementing microteaching in teacher education.

Preservice Science Teachers’ TPACK Development in a Technology-Enhanced Science Teaching Method Course

This study investigated preservice elementary science teachers’ TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about instructional technologies that can be used in science teaching; prepared technology-based science activities, shared these activities with their peers; planned and taught a mini technology-based lesson, evaluated the lesson, and replanned and retaught the lessons. The results showed that the experimental group had positive gains about how to integrate technologies into science teaching. Participants in the experimental group comprehended that teaching science with technology requires more than technical knowledge and skills and that it is essential to realize the interactions between science, technology, and pedagogy. Besides, the experimental group’s TPACK significantly differed from the control group. The implications and suggestions were given based on the results.

Multimodal Approaches for Heritage and Second Language Instructor Training

This piece explores the need to provide better training to graduate student instructors by first conducting a needs analysis of current graduate students and recent graduate students regarding their conceptualizations of writing, multiliteracies, and second (L2) and heritage language (HL) pedagogies. Based on this survey, it is evident that with just one teaching methods course as the typical training graduate student instructors receive it behooves us to implement innovative pedagogy in other ways to develop graduate students’ abilities to navigate new technological tools and reconsider how they can teach writing in the L2/HL courses. Based on previous research as well as practical experience, this paper discusses several approaches for training and preparing graduate students to reconsider their preconceived notions of what it means to learn to write in an L2 or HL to include more focus on multiliteracies and technological skills to prepare students for 21st century communication.

Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry

The present research investigates the experiences of pre-service visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017–2018 spring and 2018–2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills.

Pre-Service Teachers’ Perceptions of Barriers to Promoting Critical Thinking Skills in the Classroom

Critical thinking is an important life skill that needs to be nurtured in young minds during the primary education years. This study explored pre-service teachers’ perception of barriers to their efforts in promoting critical thinking skills in classrooms, and further explored possible solutions to overcome these perceived barriers. The study used an exploratory mixed-method research design. Data were collected through an online survey and subsequently a focus group discussion to explore further the results of the quantitative data. Twenty-two pre-service teachers responded to the online survey, and subsequently seven pre-service teachers were selected for the focus group discussion. Issues related to teacher preparedness to assess pupils’ critical thinking skills, inadequate background knowledge on critical thinking, and lack of appropriate resources emerged as barriers to promoting the development of critical thinking skills in classrooms. The study suggests changes in teaching methods courses offered in teacher preparatory programs and changing perceptions toward critical thinking skills as possible measures to promote the development of critical thinking skills in the classroom.

Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

BackgroundThe Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods courses to accommodate engineering especially in the states which adopted the NGSS. In this study, we taught an engineering unit in an elementary science teaching methods course to examine what instructional components and learning experiences provided in the engineering unit enhance teachers’ engineering teaching self-efficacy beliefs.Our research questions addressed to what extent the engineering education intervention improved pre-service teachers’ engineering teaching efficacy beliefs and what instructional components and learning experiences served as sources of self-efficacy contributing to the improvement of pre-service elementary teachers’ engineering teaching efficacy beliefs. We also explored how pre-service teachers viewed the relative importance of the sources of teaching efficacy stemming from the engineering unit.ResultsThe participants comprised 84 pre-service teachers enrolled in an elementary education program at a public university in the Southwestern United States. Data obtained from the Engineering Teaching Efficacy Beliefs Instrument (ETEBI) indicated that the pre-service teachers’ personal teaching efficacy beliefs significantly improved after the engineering intervention; however, the engineering intervention had a small impact on teachers’ engineering teaching outcome expectancy beliefs. Written reflections used to explore the sources of engineering teaching efficacy and the relative importance of each source showed that cognitive content mastery and cognitive pedagogical mastery were the major sources of engineering teaching self-efficacy among the pre-service elementary teachers.ConclusionOur study illustrated that integrating engineering design activities with explicit-reflective instruction on the nature of engineering concepts could enhance pre-service teachers’ personal engineering teaching efficacy beliefs even though a relatively small impact was observed in their engineering teaching outcome expectancy beliefs. Also, the study indicated cognitive content mastery and cognitive pedagogical mastery were the most important sources of engineering teaching efficacy. Therefore, the study suggests that it is vital to integrate a variety of mastery and vicarious experiences in methods courses to support the development of teachers’ engineering teaching efficacy beliefs. Besides, the current study could provide an example for integrating engineering education in methods courses.

Can Practicum Teaching Change Preservice Physical Education Teacher Value Orientations?

The purpose of the study was to determine the extent to which practicum teaching could lead to value orientation change of preservice physical education teachers. A group of preservice physical education teachers (N = 28) in China were randomly assigned to practicum-teach either a health-related fitness unit or a traditional sport unit. Their value orientations were measured before and after the practicum teaching. Their middle school learners were tested for knowledge gain. A repeated-measures model shows that the practicum teaching led to little change in their value orientations. The learners in the health-fitness curriculum gained more knowledge than those in the traditional curriculum. The findings suggest that an attempt to influence the value orientation in one practicum teaching experience may not be successful. The findings imply that physical education teacher education training programs may emphasize not only how to teach (via teaching methods courses), but also nurturing the values of teaching to meet the society needs.

Creativity in Online Music Education Methods Courses: A Narrative Autoethnography

Creativity in Online Music Education Methods Courses: A Narrative Autoethnography

How Do Pre-service Mathematics Teachers Enhance Their Lessons through Lesson Study?

This study aimed to investigate how lesson study perspective could help pre-service teachers (PSTs) to enhance their mathematical instruction. Four PSTs along with their 13 other peers who took a semester long secondary level mathematics teaching methods course in one of the large-midwestern universities in the US participated in this study. While four PSTs planned and taught a lesson in two different groups by two, other PSTs took the role of giving feedback to their classmates. PSTs enhanced their lesson plans based on the feedback from their peers and provided self-reflections on these changes. As a result of the investigation of the changes PSTs did on their lesson plans and the reflections they provided, it was revealed that they enhanced their instruction on some specific issues, such as getting students’ attention, using time efficiently, maintaining student interaction, using technology. It is also suggested to future researchers that it would be beneficial to study on PSTs’ assumptions on the difference between the real students and the PSTs who pretended as students during the peer-taught lesson study activity.