Teaching Practice Placements Research Articles

Exploring Female Pre-Service EFL Teacher’s Experiences with Content-Based Instruction: A Narrative Inquiry

The common problem of primary teachers in class situation is to create an effective learning environment by involving their competence to connect rational understanding, conceptual approaches, and adaptive considerations in delivering content material. In addition, the implementation of CBI in the context of teaching foreign languages requires teachers to have the ability to design content-based lesson planning and emphasize language skills. The study involved narrative research to explore the pre-working EFL female teacher experience with content-based instruction during the teacher preparation program. The study is based on theoretical concepts related to the professional knowledge of teachers about EFL and PCK (Pedagogical Content Knowledge) as the way EFL teachers describe their pedagogical knowledge. Data is obtained from various sources like: interviews, post-observation, learning diary, autobiography, and personal accounts. The data is then analyzed to generate evidence of how the participant actively applies CBI in teaching practice placement, how he creates class situation, and his aspirations about the future career of CBI. Three experience teachers of foreign language students with content-based instruction: exploring the identity/innovation interface” claim that the PCK enables students-teachers to implement CBI successfully.

Primary Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: the Role Played by Mathematics Attainment, Educational Level, Preparedness to Teach, and Gender

This paper reports on research which explored the mathematics teaching efficacy beliefs of preservice primary teachers, where efficacy beliefs describe individuals’ beliefs in their potential to enact teaching to promote learning. Efficacy was conceptualised as a bi-faceted construct consisting of personal efficacy and outcome expectancy. This research sought to establish the extent to which differences in efficacy are explained by students’ mathematics attainment level prior to entry into teacher education; the educational level of the students (whether postgraduate or undergraduate); students’ sense of preparedness to teach mathematics on school placement; and students’ gender. A total of 186 students responded to a questionnaire designed to measure their efficacy beliefs after completing one taught mathematics education module in university and one teaching practice placement in primary schools. Bivariate and regression analysis pointed to complex relationships between the explanatory and outcome variables. On bivariate analysis, findings included statistically significant associations between gender, mathematics attainment, preparedness to teach, and one or both of personal efficacy and outcome expectancy. In the regression analysis, gender was statistically significantly associated with outcome expectancy, while preparedness to teach and mathematics attainment were statistically significantly correlated with personal efficacy. Personal efficacy and outcome expectancy were significantly correlated on bivariate analysis, but significance was not retained after controlling for other factors in the regression models. This research has implications for teacher educators in understanding factors explaining mathematics teaching efficacy and therefore helping to better prepare preservice teachers to teach mathematics in the primary school classroom.

Teachers’ Pedagogical Competence in Dealing with Teaching Aids in Tanzania: A Case of a Few Finalist Pre-service Science-teachers

The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity of finalist university pre-service science teachers to incorporate teaching aids into their science classrooms to open up the potential of bringing about the critical features of an intended object into realisation is evaluated in this study. Observations and document reviews were used as data collecting techniques in this descriptive study, and they were used to investigate only 25 student-teachers during their final teaching practice placement. Evidence suggested that the study participants’ ability to select or design teaching aids was low as most of the materials they employed had didactic, structural, and technical concerns. Importantly, the study participants demonstrated significant difficulties in unpacking instructional materials during the science lessons. The study recommended various measures for policy and practice regarding both science teacher-education and science teaching process.

Remote tutoring of pre-service EFL teachers using iPads

With the availability of portable and relatively inexpensive audiovideo recording devices in the form of iPads and other mobile technologies in combination with increasing bandwidth, the remote observation and training of pre-service EFL student teachers without the physical presence of a tutor in the classroom is now a viable proposition. This paper reports on a novel initiative to provide remote feedback to a group of primary EFL pre-service teachers on teaching practice placement in Africa from a tutor based in Sweden via iPad minis and the training institution’s Moodle virtual learning environment. The feedback was assessed in relation to the Cambridge English Teaching Framework. Results suggest that the combination of recorded audiovideo material during the pre-service teachers’ teaching practice and Moodle feedback from the remote tutor can provide a valuable basis for tutorial support, formative assessment, and reflection for student EFL teachers on teaching practice.

Using iPad-mediated recordings to offer contingent feedback and introduce pre-service teachers to the epistemology of the teaching practice

The current study investigates the role of iPad-mediated recordings as culturally enacted artifacts in generating affordances for constructive feedback on pre-service teachers teaching practice, self-reflection, and evaluation and enacting a path to guide pre-service teachers in becoming part of the epistemology of the teaching practice. A group of Swedish pre-service teachers embarked on a teaching practice placement in Tanzanian elementary schools where they documented their teaching practicum experience using iPad minis. Pre-service teachers then selected specific parts of the videos and uploaded the content on the university’s Moodle VLE site. The recorded sessions formed the primary mechanisms through which an experienced instructor offered pre-service teachers constructive feedback. Specific guidelines and training on the four indicated lesson elements that pre-service teachers needed to upload were provided prior to this practical teaching experience. Results indicate that the feedback strategies focused primarily on pre-service teachers’ planning and actual teaching practice.

Mobile Instant Messaging (MIM) to support teaching practice: Insights from a nurse tutor program in Nigeria.

To determine the feasibility of using the Mobile Instant Messaging (MIM) platform, WhatsApp, to provide supervision and support for student nurse tutors during a teaching practice placement in Nigeria. A descriptive qualitative method was used to design and evaluate a six-week WhatsApp group discussion intervention among 19 student nurse tutors. Two pre-intervention focus group sessions (n=9 and n=10) and a workshop were conducted to assess the students' content needs and media usage, and to develop a short online supervisory curriculum. To evaluate the intervention, two focus group sessions (n=9 and n=9) were carried out, transcribed verbatim, and analysed together with the actual WhatsApp conversations using thematic content analysis. The participants found the WhatsApp-enabled learning space valuable, in particular for the transfer and application of knowledge in their day-to-day teaching practice and, more generally, for their professional development. There were rich and multifaceted indicators of learning and professional development in evidence which were mostly triggered by specific facilitation techniques. The four themes from the WhatsApp conversations are: (1) sharing and discussing "tricks of the trade"; (2) providing direction and triggering reflective (teaching) practice; (3) sparking professional discussions and announcing professional development opportunities; and (4) maintaining a continuous moderating and teaching "presence". Despite some technical challenges centred mainly on the accessibility of the MIM space, the study identified indicators of good supervision practice and the results point to the feasibility and value of MIM to enhance supervision during teaching practice.

Analysis of Teaching Practice Assessment Framework in Teacher Education towards 21st Century Assessment

Teaching practice can be regarded as that the practical section of teacher preparation programmes and it is valued as a critical component in the teacher education which enable pre-service teachers to perform the theory acquired at their teacher training institution and put it into practice. During teaching practice, the pre-service teachers will be assessed by the institution supervisors and school mentors using formative and summative assessment to measure the development of their teaching skills as well as all the required skills to be a quality teacher according to the requirement by the teacher training institutions. The purpose of this paper is to study the assessment framework that available in the literature that can use to assess pre-service teacher during teaching practice placement in the school. This article reviewed current assessment literature on teaching practice assessment framework using a qualitative approach to analyse the result using 21st-century assessment fundamentals. Specifically, this study adopted scoping studies framework to examine the available knowledge regarding assessment framework to assess pre-service teacher during teaching practice placement. The findings from available literature reveal fourteen frameworks that will enable teacher training institutions effectively evaluate their pre-service teachers during teaching practice. This framework was further analysed using Greenstein's 21st-century assessment fundamentals to evaluate the available framework ability toward 21st-century assessment. The analysis had shown that there were two areas of fundamentals that need to be rework which is flexible and communicated.

Adapting ‘lesson study’ to investigate classroom pedagogy in initial teacher education: what student-teachers think

This paper reports findings from a project that explored the use of a modified form of ‘lesson study’ in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two ‘research lessons’ in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet ‘qualifying to teach’ standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as ‘pedagogic literacy’.

Using Social Media in an Open Distance Learning Teaching Practice Course

Using social media to support educational endeavors leverages the benefits of in-person learning communities with the benefits of using technology to support student engagement. This paper explores the use of social media to support economics education student teachers’ engagement in teaching practice at an open distance learning institution. Only sixty nine student teachers (n=369) registered for the SDEC00N blog (subject didactics economics), which was a pilot study to use blogging as an educational tool to support them during teaching practice placements for the following academic year. Only Economics education students were invited by e-mail message, blog and discussion forum as announcements on myUnisa webpage to complete an online social media survey (SMS). The intent of this research was to provide some insight into the impact the use of social media can have on the level of student teachers engagement in their learning. The findings indicated that there was a positive correlation between the frequency of student use of social media and their relationship with their peers and instructors as well as how they describe the overall quality of instruction and the preservice teaching practice programme. DOI: 10.5901/mjss.2014.v5n4p370

Assessment in Teacher Education: North & South [ATENS

Central to successful learning and teaching is assessment. Therefore, this small-scale, Irish, cross-border research project investigates the assessment of and satisfaction with school-based placements as experienced by a sample of primary and post-primary students and their college tutors. The resultant connections between such professional practices and subsequent planning, teaching and learning are also examined. Reflective of current practices in formative modes of assessment and being particularly relevant to the experience of pre-service teachers, Rogoff’s (1995) socio-cultural theory has been chosen to underpin this project. It explores the balance between personal, interpersonal and cultural factors in learning as student teachers journey toward newly-qualified status. Due to the ‘lived’ nature of this research project, an interpretative approach is taken in the form of descriptive, thematic analysis.The project illuminates the reduced time and space students have to explore, integrate and reflect upon theory-pedagogy links and to conduct professional, collegial conversations. Completing extraneous and repetitive college paperwork, often excluded many from their schools’ communities of practice. Current assessment methods are deemed subjective and somewhat non-representative of teaching practice placement especially in terms of relationships forged and learning completed. A disconnect exists between the reality of practice within individual, engrained school cultures and procedures and college provision. Despite both tutors and students largely endorsing assessment for learning as a journey, students tended to formalize the process to achieve high grades. Sadly, few if any linkages were made between the students’ own experiences of being assessed and their subsequent planning, teaching and assessment of their pupils. 1

Using blogs as a means of enhancing reflective Teaching Practice in open distance learning ecologies

Reflection is an important concept or principle that is fundamental in the interpretation of new information, and is also required if learning is to advance from surface to deep learning. The purpose of this article is to explore the use of blogs as an e-learning journal writing tool for reflection and peer-feedback during Teaching Practice placement at school. In this context, ‘blogs’ refer to social media networking and online support for Post Graduate Certificate of Education (PGCE) students, who were learning to teach Economics and Management Science in Open Distance Learning (ODL) environments. A ‘blog space’ on myUnisa for subject didactics students was created during Teaching Practice placements. Student teachers were encouraged to post their views on the blog space (using the blog space as a communicative platform) with a view to critically reflecting on their learning processes and in order to share their Teaching Practice experiences. The data collected was qualitative in nature, consisting of student teachers’ journal writing reflections and comments on the blog. Findings indicated that the use of blogs enhances student teachers’ reflective Teaching Practice in open and distance learning ecologies throughout this study.

Exploring Students Perceptions of Blogs During Teaching Practice Placements

From the onset, blogs served as personal social networking tools. More recently, blogs have facilitated the formation of online social networked communities and have thus expanded to more extensive uses in education. This paper explore the use of blogs to foster e-learning communities in empowering and supporting Post Graduate Certificate of Education (PGCE) students, who were learning to teach Economics education in open distance learning (ODL) environments. A “blog” for Economics education subject didactics students was created during their teaching practice period. Student teachers were encourage to post their views on the “Econblog” as a communicative platform to critically reflect on their learning processes as well sharing teaching practice experiences to enhance professional growth. Data collected was qualitative in nature, consisting of student teachers’ posting reflections and comments on the “blog”. Findings indicated that blog” as an e-learning tool promoted good relationships amongst student communities, support by exchanging ideas and information on teaching practice, provide opportunities to interact, entering into dialogue and reflective practice. Students alluded to challenges faced during teaching practice placements. DOI: 10.5901/mjss.2013.v4n14p525

The Training-of-Trainers Initiative and the Advancement of Economics Education in South African Schools: The Case of Free State FET Schools

From the onset, blogs served as personal social networking tools. More recently, blogs have facilitated the formation of online social networked communities and have thus expanded to more extensive uses in education. This paper explore the use of blogs to foster e-learning communities in empowering and supporting Post Graduate Certificate of Education (PGCE) students, who were learning to teach Economics education in open distance learning (ODL) environments. A “blog” for Economics education subject didactics students was created during their teaching practice period. Student teachers were encourage to post their views on the “Econblog” as a communicative platform to critically reflect on their learning processes as well sharing teaching practice experiences to enhance professional growth. Data collected was qualitative in nature, consisting of student teachers’ posting reflections and comments on the “blog”. Findings indicated that blog” as an e-learning tool promoted good relationships amongst student communities, support by exchanging ideas and information on teaching practice, provide opportunities to interact, entering into dialogue and reflective practice. Students alluded to challenges faced during teaching practice placements. DOI: 10.5901/mjss.2013.v4n13p711

Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?

Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements.

Teaching practice: University supervisors’ experiences and perceptions of a cooperating physical education teacher education programme

The purpose of this research was to examine university supervisors’ experiences and perceptions of a cooperating physical education teacher education (COPET) programme while on teaching practice. Teaching practice is a central tenet of physical education teacher education (PETE) preparation. The COPET programme was designed to support the triad members of student teachers, cooperating teachers and university supervisors during teaching practice. The programme was piloted with 30 student teachers, 26 cooperating teachers and 10 university supervisors during a two-week teaching practice placement. A total of six university supervisors participated in a focus group to determine their experiences and perceptions of the programme. Findings indicated that the COPET programme provided a helpful and structured framework for the role of university supervisor. Future directions for the programme revolve around universities’ need to consider ways of encouraging supervisors to work collaboratively with student teachers, cooperating teachers and other university supervisors to improve the teaching practice process.

The impact of the COPET programme on student PE teachers’ teaching practice experiences

Teaching practice is a decisive event in a student teacher’s training and shapes the beginnings of their life in the teaching profession. It is widely recognized that student teachers’ learning opportunities can be maximized during teaching practice by cooperating teacher contribution (Hardy, 1999; O’Sullivan, 2003; Rikard and Veal, 1996; Tjeerdsma, 1998). Though the practice of cooperating teachers being involved in teacher education has been in place in other countries for many years, it is a relatively new concept in Ireland. This study aimed to explore student teachers’ perspectives of the impact of a cooperating physical education (PE) teachers’ programme that was implemented during teaching practice. The programme was piloted with 30 student teachers and 26 cooperating teachers during a two week teaching practice placement. Three focus group interviews were held with 14 student teachers to examine their experiences and to evaluate the effectiveness of the programme. The findings revealed that increased interaction with a cooperating teacher had a positive impact on the student teacher’s teaching and learning experience. Recommendations for future improvement of the programme are based on developing a larger cohort of willing cooperating teachers to ensure that all student teachers are afforded equal opportunities with regard to feedback and support during teaching practice.

Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice

This study aimed to examine student teachers’ opinions of changes to reflective practice requirements during a five‐week teaching practice placement as part of a one‐year postgraduate initial teacher education programme. The results highlighted that prior to the changes, students saw little relevance in the reflective writing requirements while on teaching placement. Students saw the new requirements as more beneficial as they provided them with more time to reflect and greater opportunities to explore issues relevant to their professional development. Teacher educators need to consider carefully the reflective practice requirements of professional placements in order to ensure that they foster critical reflection and that students do not see them as mandatory paper exercises.

The evaluation of a cooperating physical education teachers programme (COPET)

The purpose of this research was to investigate the impact of a cooperating physical education (PE) teachers programme from a cooperating teacher’s perspective. Teaching practice is acknowledged as one of the most important areas of undergraduate teacher preparation. As part of a new undergraduate PE teacher education (PETE) programme, a cooperating PE teachers programme (COPET) was designed in an effort to maximize the learning opportunities for student teachers when on placement. The programme was piloted with a cohort of 26 cooperating teachers supervising 28 student teachers. Following a two-week teaching practice placement, three focus group interviews were held with 11 cooperating teachers to evaluate the effectiveness of the COPET programme. Findings indicate the cooperating teachers found the COPET programme very useful in defining their role on teaching practice. This paper presents the findings of the evaluation, and addresses some of the issues and challenges surrounding sustainability of the programme.

Student teachers’ situated emotions: a study of how electronic communication facilitates their expression and shapes their impact on novice teacher development during practice placements

Research suggests that pre‐service teaching students embarking on practice placements encounter affect both in a personal and a professional sense more acutely than at any other time during their professional careers. A few studies emphasise the use of electronic communications in facilitating effective peer and tutor support during these difficult times. This study aimed to find out how pre‐service student teachers expressed emotions through ubiquitous computing (the use of mobile devices to facilitate wireless and seamless communications and data applications) and in turn, to investigate how this affected their experiences and practices as novice teachers. The results are presented as an analysis of emotional exchanges and experiences during the students’ teaching practice placements. Discussion is focused on the role of ubiquitous computing in understanding student teachers’ emotional experiences in the field.

An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools

As part of an undergraduate concurrent initial teacher education programme pre-service teachers participate in an education module consisting of a number of workshops relating to the integration of development education active learning methodologies into their teaching. Following completion of the module, pre-service teachers participate in a 12-week teaching practice placement. This study, based on questionnaires and focus group data, was conducted following their return from teaching practice and examines their attitudes towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so. As they begin their teaching career, the integration of development education is not viewed as a major priority for these pre-service teachers.