Teaching Methods Course Research Articles

The use of video as a tool for reflection with preservice teachers

ABSTRACTThis study explores how the process of making and reviewing videos of their own instruction impacts the development of preservice teachers. The study looks at the impacts, both positive and negative, of a video portfolio assignment implemented in a teaching methods course, and of the uses and meanings these videos have for preservice teachers, their instructors, and the teacher preparation program. Findings suggest that the videotaping assignment has the virtue of shifting attention to the often-overlooked embodied dimensions of teaching (e.g., gesture, posture, gaze, tone of voice, facial expressions, use of materials, and positioning). On the other hand, the requirement to videotape themselves teaching can produce anxiety that can make preservice teachers tend towards self-conscious, teacher-centered versions of teaching. The article concludes with implications for how initial teacher preparation programs can implement the videotaping requirement of edTPA in ways that best support preservice teachers’ growth.

The Title I narrative: Connecting cultural and critical awareness through the arts

Abstract This article discusses a case study that investigated preservice generalist teachers in a visual and performing arts methods class. It was revealed that three themes reoccurred throughout this course that centred on children of low socio-economic status. These themes included reaching the Title I students, connecting through cultural awareness and critical awareness through the arts. The significance and implications of these themes demonstrate there is a need for art education methods courses to explicitly address these issues and provide avenues for preservice generalists to enhance the learning of their future students.

Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation

In the United States, recent STEM education reform initiatives call for teaching STEM subjects through integration of multiple related subjects. In response to this call, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines. At the conclusion of the course, qualitative data (e.g., interviews, student artifacts) were collected to examine the methods course students’ practices and experiences of STEM integration. Teachers’ learning was approached from situated perspectives that shed light on contexts in which teaching practices are situated and funds of knowledge that individual teachers bring to bear to their teaching contexts. While the students successfully developed STEM integration lessons and taught them, they faced challenges attributable to current school practices, limited interdisciplinary understandings, and a lack of role models. Acknowledging the numerous constraints in the current educational system and structure, several ways were suggested to mitigate the challenges and build on the strengths that preservice teachers established.

The Effect of the Web Based Digital Story Applications on the Digital Literacy Levels of Turkish Teacher Candidates

The technological developments that have directed 21st century skills have brought new content and dimension to narrative by integrating story narration, one of the earliest verbal narrative skills of mankind, with digital technology. The purpose of this study is to determine the effect of web-based digital story preparation on the literacy self-efficacy perceptions of Turkish teacher candidates in the digital media using pre-test, posttest, experimental-control group and semi-experimental design. A total of 60 teacher candidates, including 30 experimental groups and 30 control groups attending to the Teaching Principles and Methods Course in Mersin University Education Faculty Turkish Education Department participated in the study in 2016-2017 academic year. The research data were collected by the "Digital Media-Oriented Literacy Self-efficacy Scale" developed by the researchers. As a result of the study, Digital Media-Oriented Literacy Self-efficacy levels were observed to increased in both groups. However, a statistically significant difference was found only between pre-test and post-test scores of the self-efficacy perceptions of the Turkish teacher candidates who prepared a web-based digital story in the cooperative learning approach. It is suggested regarding the results of the study that in other studies, digital storytelling approach can be utilized by taking into consideration the content of both field and cultural courses, and also that researchers can investigate the effects of digital storytelling in terms of various variables.

PENGARUH METODE PEMBELAJARAN COURSE REVIEW HORAY BERBANTU PERMAINAN PUZZLE TERHADAP HASIL BELAJAR TEMATIK SISWA KELAS IV SD NEGERI BENDUNGAN SEMARANG

This research was motivated by the low learning outcomes thematic fourth grade students of SD Negeri Bendungan Semarang. This is due to the lack of creativity of teachers in active learning methods, creative, innovative, and fun. The problem of this research is there any influence teaching methods Course Review Horay assisted Puzzle game on learning outcomes thematic my goal Scene 6 Subtheme 2 Amazingly my ideals fourth grade students of SD Negeri Bendungan Semarang ?. Goals to be achieved in this research is to determine the effect of teaching methods Course Review Horay assisted Puzzle game on learning outcomes thematic Cita-citaku Scene 6 Subtheme 2 Hebatnya Cita-citaku fourth grade students of SD Negeri Bendungan Semarang . This study uses a quantitative method Pre-Experimental Design with the form of One-group pretest-posttest Design Subjects in this study were all fourth grade students of SD Negeri Bendungan Semarang 2017/2018 school year numbered 36 students. The data in this study were obtained through testing. The results of this study states that the average value posttest (82) has increased from an average pretest score (58). Thus an increase in thematic learning outcomes of students with learning methods Course Review Horay assisted Puzzle.Hasil game hypothesis on the cognitive aspects of student learning outcomes showed that t_count t_table, that is 12,487 2,030 so Ha is received so that it can be concluded that the teaching methods Course Review Horay assisted Puzzle game affects the outcome of the thematic study of fourth grade students of SD Negeri Bendungan Semarang.

The Effect of Studying Physical Education Teaching Methods Course on Improving Students' Teaching Skills from the View Point of Students

The study aimed at identifying the effect of a physical education teaching methods course on improving teaching skills from the view point of students. It also aimed at examining significant differences in the effect of studying the course due to gender and academic level. The sample of the study consisted of 60 students enrolled in the physical education college at Yarmouk university during the first semester of academic year 2016/2017. The researcher used descriptive research methodology that matches the nature and aims of the study. To gather the data, the researcher used a questionnaire of 36 items categorized into four areas (planning, teaching methods, implementation and evaluation). The results of the study revealed the positive effect of studying the physical education teaching methods course on improving students, teaching performance. It also showed that there are no statistically significant differences in the effect of studying the teaching methods course attributed to gender and academic level. Finally, the researcher recommend including the teaching methods course in the curriculum due to its importance in updating the content of the course and encouraging training students to use modern teaching strategies.

The Effect of Studying Physical Education Teaching Methods Course on Improving Students' Teaching Skills from the View Point of Students

The study aimed at identifying the effect of a physical education teaching methods course on improving teaching skills from the view point of students. It also aimed at examining significant differences in the effect of studying the course due to gender and academic level. The sample of the study consisted of 60 students enrolled in the physical education college at Yarmouk university during the first semester of academic year 2016/2017. The researcher used descriptive research methodology that matches the nature and aims of the study. To gather the data, the researcher used a questionnaire of 36 items categorized into four areas (planning, teaching methods, implementation and evaluation). The results of the study revealed the positive effect of studying the physical education teaching methods course on improving students, teaching performance. It also showed that there are no statistically significant differences in the effect of studying the teaching methods course attributed to gender and academic level. Finally, the researcher recommend including the teaching methods course in the curriculum due to its importance in updating the content of the course and encouraging training students to use modern teaching strategies.

Analysis of Pre-service Science Teachers' Understanding of Nature of Science and Proposed Arguments on Socio-scientific Issues

The purpose of current research is to explore the influence of a science teaching method course incorporating explicit reflective NOS instruction on pre-service science teachers‘ views of NOS and justifications in their arguments related to their decision-making on socio-scientific issues. This study is a case study and the participants were 5 pre-service science teachers who were enrolled in elementary science teaching program. To track changes in participants‘ NOS views, the Views of Nature of Science Questionnaire was administered as pre- and post- test. To examine students‘ source of justifications, the decision- making questionnaire was administered as pre- and post-questionnaire. The research questions of the study were examined for each participant and presented to include the change in participants‘ NOS views, change in participants‘ source of justifications, and the relation between participants‘ views of NOS and their justifications in their arguments on SSI. The results of the study did not show a clear relationship between improved NOS views and the shifts in the sources of justifications used to make decisions on socio-scientific issues.

Prospective Mathematics Teachers' Perceptions on and Adaptation of Student-Centered Approach to Teaching

The aim of this study was to investigate prospective secondary mathematics teachers’ perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers during Teaching Methods course in 2014-2015 fall academic year in a western university in Turkey. In this mixed method study, Constructivist Learning Environment Survey was administered to the participants, and reflection papers were collected at the end of the semester in order to understand whether and how prospective teachers adapted student-centred curriculum into their teaching. The selected videos of the class discussions were also analyzed for triangulation. The findings indicated that there was an improvement on prospective teachers’ scores on CLES indicating that the instruction helped them improve their perceptions towards student-centred approach to teaching. It was also found that prospective teachers’ perception towards student-centred approach to teaching was organized under several themes, and they satisfied several expectations of the approach during microteaching.

Guiding Preservice Teachers to Making a Shift in Thinking: Developing Skill and Confidence in Assessment through Thematic Integrated Units

In this paper we present our journey as elementary education methods course instructors through a practical action research design refining a model thematic integrated unit for our preservice teachers in an elementary education methods course and how we revised our model unit to incorporate the assessment cycle in our model unit. We present our initial model thematic integrated unit encompassing language arts, history, mathematics, and science, our initial model unit lesson, our concerns with that unit lesson, our insight with respect to the missing component of the assessment cycle in our model unit lesson, and how that insight connects to our education of philosophy and teacher education program prerequisite courses. Successful teachers must be able to analyze student assessment data in order to meet the individual needs of all students. Our preservice teachers were asked to evaluate two sets of hypothetical student assessment data in order to identify the learning objectives that needed to be revisited. From their analysis, they broke into small-group pull-out sessions, taught the reteaching lessons based on their analysis of the hypothetical student data, and reassessed learning objective competency. Thus, our preservice teachers were allowed to experience the plan-teach-assess-reflect model necessary for their own individual journey toward becoming a successful professional educator.

Redesigning a Family Life Education Methods Course using Experiential Learning and Interactive Videoconferencing

Redesigning a Family Life Education Methods Course using Experiential Learning and Interactive Videoconferencing

“Like, We Don’t Want to Be PE Teachers:” Preservice Classroom Teachers’ Beliefs About Physical Education and Willingness to Incorporate Physical Activity

The purpose of this study was to examine preservice elementary classroom teachers’ (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher’s role in school-wide physical activity and required participation in one of three laboratory experiences. Participants (33) completed either focus-group or individual interviews at the beginning and end of the course. Results indicated that PCTs’ beliefs about physical education positively evolved through the course and PCTs gained an appreciation for the subject. Despite this, PCTs strongly indicated that they are not willing to teach physical education lessons as future teachers. They are very willing, however, to incorporate physical activity into their classrooms. Subscribe to TPE

Pre-service teachers learn to teach geography: a suggested course model

How to improve geography education via teacher preparation programs has been a concern for nearly three decades, but few examples of a single, comprehensive university-level course exist. The purpose of this article is to share the model of a pre-service geography education methods course. Within the course, geography content (physical and social) is paired with different pedagogic strategies (visual, kinesthetic, technology) and other content areas (reading, history) to refine pre-service teacher conceptualizations of geography as a subject and to see geography’s potential inclusion across various grade levels. End of course student evaluations demonstrate student satisfaction and learning, while post-course interviews similarly indicate that the class was (1) more useful and practical than other education program coursework for beginning ones teaching career, and (2) stimulated the continued use of geographic concepts and materials.

Introducing Engineering Design to a Science Teaching Methods Course Through Educational Robotics and Exploring Changes in Views of Preservice Elementary Teachers

Introducing Engineering Design to a Science Teaching Methods Course Through Educational Robotics and Exploring Changes in Views of Preservice Elementary Teachers

The impact of student centered microteaching practices on preservice science teachers' self-efficacy beliefs

The purpose of this research was to examine the impact of micro teaching practices on preservice science teachers’ self efficacy beliefs towards science teaching. The study was carried out with the volunteer participation of 50 senior preservice science teachers as part of Science Teaching Method course. The data was collected in 2016-2017 spring semester through 14 weeks. Mixed method research design using both qualitative and quantitative research methods guided the study. Science Teaching Self-efficacy Beliefs (STEBI) Scale originally developed by Riggs & Enochs (1990) and adapted to Turkish by Tekkaya, Çakıroğlu & Özkan (2004) was used two times as pre-post test, before and after the investigation. In addition to STEBI, semi structured interviews were conducted to explore preservice teachers’ views about micro teaching practices. The results of the study showed that micro teaching experiences have significant effect on preservice teachers' self-efficacy beliefs.

Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding.

Learning “About” and Learning “Through” Technology: An Analysis of Syllabi from Foreign Language Teaching Methods Courses

The 2007 Modern Language Association (MLA) report recommended that foreign language (FL) graduate students be provided with “substantive training in language teaching and in the use of new technologies” (p. 7). In the present study, I examined teaching methodology (“methods”) course syllabi in order to gauge the extent of professional development in technology after the publication of the MLA report. Using data from methods course syllabi (N = 31), I explored how FL Teaching Assistants (TAs) learned about technology and learned through technology and found that there were considerable missed opportunities for both. Data suggest that technology in the methods course is not keeping pace with advances in technology and that the methods course needs to be rethought.

Preservice Elementary School Teachers’ Opinions Related to Oral History as a Teaching Method in Social Studies

In this study, preservice elementary school teachers’ opinions regarding oral history studies as a teaching method in social studies were examined. The data were collected from 93 preservice elementary school teachers in a faculty of education at one public university. The study was carried out using a basic qualitative research. The data were collected from participants by means of a questionnaire which included closed-ended (with yes and no options) and open-ended questions. In the study, it was found that none of the preservice elementary school teachers conducted any oral history study previously, most of the preservice elementary school teachers (N=89, 95.7%) felt efficacious in having their future students conduct oral history studies in their social studies classes. Most of the preservice elementary school teachers (N=90, 96.8%) indicated that they wanted to use oral history as a teaching method in their social studies classes because of abundant benefits to the students. Moreover, they think that elementary school students may encounter some difficulties/obstacles in conducting oral history studies. Keywords: Oral history, social studies, social studies teaching methods course, preservice elementary school teachers

Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

Tropical Dissidence: The Creation of the School of Architecture of the University of Costa Rica at the Department of Development and Tropical Studies

In 1971, the School of Architecture of the University of Costa Rica ARQUIS opened with an experimental programme that claimed that “the better the education, the more unpredictable the results.” The programme had been partially devised at the Department of Tropical Studies of the Architectural Association by three Costa Rican architects: Felo García, Jorge Bertheau and Edgar Brenes who attended the Department’s Teaching Methods course in 1970. Upon their return to Costa Rica, the team confronted the University’s authorities, the expectations of professional organisations such as the Costa Rican Architects Association and the critiques of their peers in implementing the School’s programme. This paper explores the process that led to the opening of the School of Architecture, the role of the Department of Tropical Studies in its creation, its defiant propositions and the ways it challenged the expectations of the Costa Rican academy during its opening years. It explores the concept of “tropical dissidence”: the rejection of inherited European methods – both in teaching and design – and their substitution with context-observation-based exercises, in the tradition of the Department of Tropical Studies. The School’s efforts were aimed at obtaining local architectural solutions in Costa Rica and increasing the participation of architects in national matters. This paper proposes that the School challenged traditional education to achieve operational freedom and primal autonomy.