Teaching Field Experience Research Articles

Sara’s story: a narrative inquiry into the third space of physical education teacher education and school PE

ABSTRACT The tension between different views of what should be prioritised in teacher preparation can be understood as the distance between the first space of scientific ‘know-why’ and the second space of practical ‘know-how’. The aim of this study is to explore how the gap between these spaces is bridged by a teacher educator, more specifically an Adjunct Lecturer, operating within a third space [Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99]. Through a narrative inquiry into the third space of physical education teacher education (PETE) and school physical education (PE), the purpose is to retell the story of the Adjunct Lecturer’s experiences of what knowledge is developed and transferred between different educational settings for the benefit of student learning. Using [Clandinin, D. J., & Connelly, M. (2000). Narrative inquiry. Experience and story in qualitative research. Jossey-Bass] narrative inquiry space, the data was generated through interviews, focusing on the participant’s teaching experiences over time in different educational settings. The findings are presented in the form of a story based on Sara’s experiences of bringing the craft to PETE, transforming PE practice, supporting school placements, and promoting assessment literacy. Sara’s story is then conceptualised in terms of [Bernstein, B. (1999). Vertical and horizontal discourse: an essay, British Journal of Sociology of Education, 20, 157–173] vertical and horizontal discourses and Zeichner’s third space, while relating the micro-level narrative to the macro level. In the discussion, the various forms of knowledge, developed and transferred in the third space of PETE and school PE, correspond to practical ‘know-how’, scientific ‘know-why’, supervision and cooperation skills, and a tacitly acquired ‘gaze’. In the conclusion, it is argued that student teachers are receptive to the messages delivered in the third space, which is why there is a need for those responsible for PETE to consider how third spaces are generated. Within these spaces, Adjunct Lecturers can help weave together practice and theory, which will facilitate student teachers to put into practice what they have learned during teacher education.

Analysis of VR and AR Applications in Various Fields based on HCI Principles

Due to the continuous development of hardware and software, Virtual Reality (VR) and Augmented Reality (AR) technologies are rapidly maturing and becoming popular in people's lives. However, people do not have much knowledge and understanding of them. In order to enable more people to understand Virtual Reality and Augmented Reality and distinguish between them, this article will provide some basic explanations of VR, AR, and HCI. Through specific cases, the application of VR and AR in urban cultural creative design, education field, business field, game field, tourism and cultural experience, and manufacturing industry will be presented and analyzed. In addition, how they are applied based on Human-Computer Interaction (HCI) principles will be discussed separately. Furthermore, the feasibility of this technology and its impact on the industry were discussed. Finally, the limitations of VR and AR technologies were discussed, and some solutions were proposed. The future development directions of VR and AR technologies were also discussed.

Ecopedagogy in Remote Digitally Facilitated Field Education Experiences: Embedding Ecosocial Work in Practice

Teaching that centers holistic understandings of humans and the natural environment is relatively new in Australian social work education. This position is purposefully embraced to embed ecological justice as a key consideration in day-to-day practice. Alongside the growing professional awareness of ecological concerns and emerging commitment to ecosocial work practice, field education is evolving and allowing students to engage in remote digitally facilitated field placements. This provides new opportunities for creatively embedding ecological learning and ecosocial work practices into student field education thus promoting incorporation of these into the students’ emerging professional practice frameworks. This descriptive article examines the structure and pedagogical approach used in a series of such placements provided in partnership with environmental not-for-profit organizations. These digitally facilitated field education experiences can provide a powerful mechanism for transformational ecosocial learning, particularly when underpinned by Freirean ecopedagogy which resonates with social work’s professional values and purpose. Additionally, there is opportunity for mutual benefit when these placements are hosted by environmental not-for-profit organizations.

An Interview with Anthony C.K. Kakooza, J.D., Ph.D.

In this insightful interview, Anthony Kakooza engages in a comprehensive exploration of legal frameworks and their intersection with traditional cultural expressions (TCEs). The dialogue, facilitated by Sara R. Benson and Siyao Cheng from the Journal of Copyright in Education and Librarianship (JCEL), delves into a nuanced analysis of the role that copyright law plays in protecting TCEs. The conversation extends to encompass a wide array of topics related to the ongoing debates surrounding TCEs. Specifically, Kakooza addresses the prevalent misunderstandings associated with TCEs and sheds light on the intricate challenges posed by a regional framework for TCE protections. Furthermore, the conversation navigates to the merits of the sui generis approach to TCE protection and explores the implications of adopting a legal framework for indigenous communities and their TCEs. Drawing on Kakooza’s educational background and field experience, the interview serves as a valuable reference for readers aiming to grasp the complex dynamics between legal mechanisms and the protection of TCEs. Keywords: copyright, traditional cultural expressions, intellectual property, sui generis, indigenous communities

"법무부 수강명령집행 강사의 교육 현장 경험에 관한 자문화기술지: 비행청소년과의 관계 경험을 중심으로"

"법무부 수강명령집행 강사의 교육 현장 경험에 관한 자문화기술지: 비행청소년과의 관계 경험을 중심으로"

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

ABSTRACT Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6. Emplying165 undergraduate students, the research investigates how different levels of coursework and field experience influence PCK-Fractions scores. Results suggest that both completing coursework in a teacher education program and having grades 4–6 field experience each led to higher PCK-Fractions scores. Additionally, this study provides further evidence supporting the validity of the PCK-Fractions measure as a reliable indicator of PSTs’ proficiency in teaching fractions. Implications for mathematics teacher education and educational research are discussed.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY

Professional identity refers to the self-perception that is related to work. Personal professional identity influences behavior and actions in the work environment. A strong impression of professional identity causes individuals to act in accordance with the norms, ethics, and standards of their profession. Professional identity is an inseparable concept in all professions including the teaching profession. Although much research has examined teachers' professional identity, research on prospective teachers who are still in training is still limited. Many researches emphasis identity among qualified teachers with the assumption that they have a more established identity compared to pre-service teachers who are still developing their professional identities. Acknowledging its importance may encourage further research and contribute to a broader understanding of teacher development, which is informed by knowledge of what factors influence professional identity at all levels. Qualitative descriptive approach is employed in this study. The study is conducted on 13 pre-service teachers majoring in English education who have had field teaching experience. The research instruments used are questionnaires, in-depth interviews, and literature research. Then the data is analyzed using thematic analysis. The findings indicate a crucial factor in the establishing of pre-service teachers' professional self-concept, namely the initial motivation when choosing an English education major. Pre-service teachers also expressed an awareness of the role of professional identity in enabling effective professional performance. Additionally, holding positive perspectives about their chosen profession appears to support skills development that provides new perspectives to the preparation of expert teachers

The Application of Behavioral and Constructivist Theories in Educational Technology

The educational technology designer should know about the learning theories to analyze the needs and design the contents in terms of the target that aimed to reach from learning operations. Educational technology is known as a process that includes many factors, which will provide a good simulation for the students. This research study used a basic qualitative study because it interprets an educational field experience. This is the type of research most commonly used in the fields of education, health, and social work because it is interpretative research. The participants in this study were two college instructors and 10 college students who volunteered to participate in this study. All participants have teaching experience and work in the same school. This study concludes that mixing instructional technology with behavioral theory provides an opportunity to stimulate students through psychological conditions by direct experiences and activities inside the classroom. Mixing instructional technology with constructivist theory allows educators to focus on how students can explore and discover class content and new experiences by explaining their mistakes, ideas, and experiences and the basics of the content.

Embedding High-Leverage Practices into Special Education Field Experiences

Through special education teacher education, the preparation, support, and ultimately retention of highly qualified special educators is made possible with systematically designed field experiences. Tailored field experiences and supervision ensure candidates are equipped to meet the increasing demands of the field and have the requisite tools for longevity in the field. Specific alignment with High-Leverage Practices (HLPs) provides preservice teachers with multiple opportunities to apply knowledge and skills from coursework. Additionally, this work can be continued through induction to increase the likelihood of long-term success in the field. Offered in this manuscript is a model for policy and practice in personnel preparation toward the goal of addressing the critical shortage of highly qualified special educators nationwide. Specifically, teacher preparation programs can strategically embed HLPs into all components of programming to bridge coursework and field experiences through systematic application of course assignments with fieldwork, as well as repeated opportunities to reflect on the implementation of HLPs field experiences both independently and collaboratively.

Poor Performance of Teachers in Public Education Schools in Kuwait Using Educational Technology

Technology has made education more accessible and engaging for learners of all ages. It has facilitated the dissemination of information, allowing students to access a wealth of educational resources at the click of a button. The research problem that led to this study is that public school teachers in Kuwait have been struggling to keep up with the advancements in technology and incorporate it effectively into their instructional practices. This study explains the reason for the poor performance of teachers in general education schools in the Kuwait using educational technology. We interpret an educational field experience, which is the type of research most often used in education. The methods were used for collecting qualitative data in this study were interviews and document analysis. The teachers’ personal interviews were face to face and included written questions. The reason for the poor performance of teachers includes a lack of experience in teaching with technology, limited on-site support, insufficient knowledge of using technology for instructional purposes, and discomfort with integrating educational technologies into effective teaching. In addition, school budgets do not allow for the support of technology activities during the academic year. Teachers rarely have opportunities to use technology in their classrooms. Sometimes teachers use their own money to provide the necessary technology for their students, such as tablets, laptops, or interactive whiteboards. Also, teachers do not feel comfortable doing tasks because they do not believe there are a variety of resources and strategies to help educators enhance their tech-teaching abilities.

Pengaruh Praktik Pengalaman Lapangan Kependidikan dan Self-Efficacy Terhadap Kesiapan Menjadi Guru pada Mahasiswa Fakultas Tarbiyah Universitas Islam Zainul Hasan Genggong

The decision to enroll in a university is typically driven by the aspiration to become a well-prepared teacher. However, some potential educators may not feel entirely ready to embrace this profession. This study aims to assess how educational field experience influences individuals and explore the connection between self-confidence and teaching preparedness. Additionally, it seeks to examine how self-confidence and educational field experience together shape a person's readiness for a teaching career. The research adopts a quantitative approach, utilizing a method of sampling that includes all potential participants. Questionnaires were employed to gather data, the results of which were evaluated by use of a statistical method known as partial least squares structural equation modelling. The results of the research demonstrate a positive impact of both self-confidence and educational field experience on individuals' readiness and their desire to pursue teaching. In fact, the findings reveal that self-confidence and educational field experience significantly contribute to teacher readiness (0.581). Notably, this research offers a new viewpoint by emphasising the impact of self-confidence on one's preparedness to enter the teaching profession, as indicated by a weak F-Square test result of 0.053.

Teaching self-care: understanding the learned and lived self-care experiences of social work students

ABSTRACT Professional self-care in social work is regarded as paramount to ethical and competent practice. However, the absence of an agreed upon operationalization of self-care leaves social work educators directionless on the teaching and modeling of self-care. This study investigated the learned and lived self-care experiences of BSW and MSW students (n = 80) in their final field education experience. Data collection included an anonymous online survey, focus groups, and a follow-up online survey. Broadly, students were asked to consider three aspects of self-care: 1) their understanding of self-care, including the sources of that understanding; 2) their experienced internal and external barriers to self-care; and 3) the interface between self and systems when practicing self-care. Utilizing a general inductive approach to data analysis, several evocative themes emerged suggesting gaps between the learned experience and the lived experience of self-care including the conflict between familial or cultural values and formal self-care education, a divide between their positive experiences with self-care and their actual performance of self-care, and inhibitory components of professional systems to the personal practice of self-care. Students exhorted their social work educators to model self-care, teach it explicitly, provide in-vivo practice opportunities, and to understand the student experience.

Secondary School Physical Education Teachers’ Understanding and Practical Reflection of Competence-Based Curriculum Design

<p>十二年國民基本教育所欲培育的核心素養為各學科的重要依據，惟中學體育教師對素養導向課程概念常未能有效與其教學實踐有效連結。依此，本研究運用逆向式課程設計（backward design），採逆向發展的設計與課程校準，引導教師朝向情境化、脈絡化、整合式的學習經驗設計，協助體育教師建立素養導向課程的深入理解概念，作為後續支持中學體育教師專業發展與實踐之參考。本研究選取5位中學體育教師及1位體育師資培育教授為研究對象，組織4次實務社群會議。資料蒐集採半結構式訪談、參與觀察、持續比較和歸納分析資料。結果顯示：一、社群運作初期，教師感到教學與評量間的矛盾，評量仍著重於技能學習；二、社群運作中，教師將目標設定、學習評量以及學習內容來回校準，嘗試化解「既有現場教學經驗」與「探究學習」間的矛盾，但對於素養導向評量概念尚未純熟；三、社群運作結束後，教師給予逆向式課程設計正向的評價，但在教學實踐上仍有挑戰與困難。逆向式的課程設計有利於化解教師對於素養導向在知識概念與教學行動經驗間的衝突，在教師社群共備之下，持續進行專業教學對話與反思，成為素養導向體育教師增能培力之新策略。</p><p>The core competencies that 12-year Compulsory Education aims to develop are the basis of the curriculum development for each subject. Competence-based Physical Education （CBPE）curriculum, however, has not yet been popularized and implemented. The purpose of this study was to examine the backward design, and structure of the physical education unit intended to enhance physical education teachers’ understanding and practical application of competency-oriented curriculum design. Five secondary school physical education teachers and one physical education teacher education professor was selected for this study, and four learning communities were organized. Data were collected through semi-structured interviews, participant observation, continuous comparison, and inductive analysis. Results were as follows: (1) In the initial community, teachers identified a contradiction between teaching and assessment, although assessments still emphasized skill acquisition; (2) During the community operation, teachers worked towards aligning the curriculum with learning objectives, assessment methods, and learning content, aiming to address the tension between "field teaching experience" and "inquiry learning"; however, they were not yet familiar with the CBPE assessment concept; (3) After the community operation, teachers provided positive feedback on the backward design approach, but encountered challenges and difficulties in implementing it during their teaching practice. Through the co-planning mechanism of teacher learning communities, which encourages dialogue and reflection in Physical Education classes, becoming a competence-based physical education teacher becomes a new strategy for enhancing abilities and training.</p> <p> </p>

Results of a One-Day Seminar on Preservice Teachers’ Incorporation of the UDL Framework in Lesson Design

Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine pretest and posttest scoring validity and to enable regression analysis with a continuous outcome variable. Results indicated that the seminar resulted in higher scores for the participants’ postmeasures, controlling for the premeasure effects, as well as unique findings based on subject matter. These findings are presented, as well as implications for future research and practice.

PENGARUH PENGGUNAAN GAME EDUKASI EDUCANDY TERHADAP KEMAMPUAN GOI SISWA SMAN 6 PADANG

Numerous students consider it is challenging to master goi when learning Japanese, and the enormous amount of goi is one of the obstacles to learning Japanese. This study discovered that students find it challenging to master goi based on observations performed while conducting Educational Field Experience Practice (PPLK) at the Senior High School of 6 Padang and being interviewed by Japanese teachers. Due to students’ lack of enthusiasm and motivation in learning goi; thus, students did not have much ability to learn goi. Therefore, teaching media is necessary to engage students’ interest and facilitate their learning goi. The usage of educational media can overcome this issue. This study aimed to determine the effect of educational media on the ability of goi in tenth-grade students of Senior High School of 6 Padang. This study employed a quantitative and experimental design with a post-test control group design. The data collected comprised 72 sampled from tenth-grade students majoring in Mathematics and Natural Sciences 3 and Mathematics and Natural Sciences 2. Based on the findings of the independent sample t-test, it can be inferred that h1 was accepted at a sig. level was 0.0045<0.05, indicating that the goi ability of students in the experimental class is superior to that of students in the control class. In other words, the usage of educandy media affected the goi skills of tenth-grade students of Senior High School of 6 Padang.

Field Experiences in Special Education Teacher Preparation: A Review of the Literature

Field experiences are often considered by researchers, leading organizations, and accrediting bodies as a critical component of special education teacher preparation. Yet, much remains unknown about the types or numbers of field experiences that will best prepare special education teacher candidates. Given the ongoing changes in the field of teacher education to move toward practice-based approaches and increasing calls for more rigorous research, we aim to update the review conducted by Nagro and deBettencourt, which looked at special education field experiences from 2000 to 2014. Specifically, we conducted a systematic literature review of the research on field experiences including special education teacher candidates that have been published from 2013 to 2020 to examine what is known about participants, field experience duration and settings, field experience instructional approaches and content, field experience activities, and methodologies employed. We discuss findings for special education teacher preparation, including future research directions.

Implementation Of Educational Field Experience Program Activities In Schools With Motivation To Become Teacher In Pkk Program Students

This research was motivated by the unpleasant experiences that were obtained when students carried out the Educational Field Experience Program (PPLK) activities such as students in schools who lacked respect and respect, duties and responsibilities that exceeded the obligations of PPLK students and the time for implementing PPLK that exceeded PPLK standards. Based on the pre-research, there was a decrease in students' desire and interest to become teachers. This study aims to analyze the relationship between the implementation of the Educational Field Experience Program and the motivation to become a teacher for PKK UNP study program students in 2015 and 2016. This type of research uses correlational quantitative. The population in this study were 192 students of the Family Welfare Education study program who had carried out PPLK. For sampling is Proportional Random sampling with the results of 66 people. Data collection was carried out by means of a questionnaire via Google From using a Likert Scale that has been tested for validity and reliability. Data were analyzed using descriptive correlation with the help of SPSS 17 and MS. Excel. The results showed that PPLK data descriptions were in the very high category. For motivation to become a teacher it is in the medium category. The correlation coefficient of PPLK implementation results with motivation to become a teacher in PKK UNP students with a value of r count > r table of 0.465 > 0.242 which means the correlation coefficient is positive. If it is interpreted into the Interpretation criteria, the correlation coefficient is the value r, then the correlation coefficient is at a moderate level because the value of r is in the range 0.400 – 0.599 with a significance value of 0.000 <0.05 which means that Ha is accepted and tcount > ttable, 30.140 > 1.670 It can be concluded that Ha is accepted and Ho is rejected at a significance level of 0.05 and it can be stated that there is a significant and positive relationship between PPLK implementation and the motivation to become a teacher in family welfare education students at Padang State University. Keywords:

The problems of educational field experience for the students of elementary school teacher education study program during the pandemic

Change suddenly resulted in many educational institutions has not avoided congestion strategy, facilities, and infrastructure held distance learning or online learning. Limitations of media and the skill to operate the hardware and software as a means and infrastructures major can lead to learning that is done it becomes less efficient. Learning done online is rated less effective, so lowering the interaction between lecturers and students and the impact that the students felt, they are difficulty understanding the material and ask the material that they have yet to understand due to lack of concentration. This study will use the descriptive survey that seeks to explain or record the conditions that can describe the situation. In line with the research, objectives sought to describe the difficulties of the students of teacher training that is being or has been carried out in the course PPL SP in elementary schools when the pandemic COVID -19 takes place. The Data obtained will be analyzed using descriptive statistics. It is selected because it corresponds with the purpose of the descriptive method selected. Descriptive statistics serve to interpret the data more easily. Problems faced by students of PGSD Universitas Pendidikan Indonesia in the Campus Area of the Attack, among others, difficulties during the implementation of online learning that includes the process of opening and closing the lesson as well as delivering material to the students. Arouse students ' motivation was to be the task of the student PPL SP that difficult.

Simulated field experiences and culturally responsive pedagogy among teacher candidates

ABSTRACT New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifically in cultural value of diversity and self-regulation support. Simulations may be a promising complement to traditional field experiences in education; policymakers and faculty should explore incorporating them into educator preparation programs.

Examining early field experiences in teacher education

This study investigates early field experiences (EFEs), a structure that scaffolds preservice teacher (PST) development by placing them in authentic school contexts to observe, reflect, and teach prior to clinical teaching. We use data from one of the largest preparation programs in Texas to systematically examine whether there is variation in EFEs and whether those placements are related PST outcomes. Results indicate meaningful variation in EFEs as measured by opportunities to teach and observational ratings from field supervisors. However, we found no evidence that variation in EFEs was consequential for PST outcomes such as observational ratings during clinical teaching and whether the PST became employed as a full-time teacher. Findings highlight much needed quantitative research about EFEs and present implications for teacher education to create more guided opportunities throughout program structure.