University Supervisors Research Articles

Preparing secondary teacher candidates to teach academic English

In this qualitative study, mainstream teacher candidates in a secondary teacher education program were asked to incorporate academic English instruction into their lesson planning and implementation in fieldwork placement classrooms. Teacher candidates attended a training session in which one method for identifying academic English features was taught. Artifacts, classroom observations, and interviews from four teacher candidates were analyzed to determine what features of academic English were identified and how these were taught to high school students. While all four teacher candidates accurately identified features of academic English in their lessons, only two participants taught features of academic English to students. The experiences of the participants illustrated that teacher candidates need, in addition to the ability to identify features of academic English, knowledge about how to teach language, a commitment to teaching language in their lessons, and the support of university supervisors and supervising practitioners who possess the same knowledge and commitment.

Exploring Saudi EFL Student-Teachers’ Perceptions of their Teaching Practicum

Abstract T his qualitative study aims to explore the perceptions of Saudi EFL female student-teachers of the main components of their teaching practicum namely; cooperating teachers, university supervisors, host schools and the teaching practicum itself. A total of 44 Saudi female student-teachers voluntarily participated in the study after completing their field training of their teaching practicum in government schools in Al-Madinah Al-Munawarah, KSA, the academic year 2017-2018. Data were collected by means of a 60-item Likert-type questionnaire, divided into 4 categories namely; cooperating teachers, university supervisors, host schools & the teaching practicum itself. Each category included 15 items. The results showed that the student-teachers had positive perceptions of all the components of their teaching practicum. In addition, the participants expressed their appreciation and satisfaction to the whole teaching practicum program in general. Besides, results indicate that cooperating teachers and university supervisors had positive roles in guiding the student teachers toward developing their teaching skills, performance and understanding of their practicum. Finally, it was found out that the constructive feedback provided by university supervisors & cooperating teachers has a positive impact on the student-teachers’ teaching performance.

"How Do You Work Out This Zoom Classroom?": Pre-service English Teachers� Challenges and Expectations During Transition to Online Teaching Practicum

The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.

Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to be effective, universities are seeking alternative means of conducting teaching observations that alleviate time, distance, and financial constraints. One such option is virtual observation through video chat programs. Thus, the purpose of this study was to determine STs’ perceptions of the effectiveness and feasibility of virtual observation versus traditional observation in physical education teacher education (PETE). Results showed STs prefer virtual observation with a PE content expert over traditional visits if the US did not have PE content expertise. STs noted technological challenges such as Wi-Fi connectivity and environmental distraction with virtual observation. Benefits of virtual observation include increased ability to hear STs’ interactions with students, improved feedback potential, less travel time, and financial savings. Results of this study suggest that while traditional on-site observation visits are preferred and ideal, virtual observation is a viable alternative when technological challenges are appropriately addressed.

Introduction: Alternate Field Experiences

The articles in this issue of Current Issues in Middle Level Education share examples of ways that teacher education programs have responded to the ongoing challenges from COVID-19. At the time that this issue is published, it has been about a year since K-12 schools as well as colleges and universities transitioned to a variety of different models of instruction. Teacher educators have redesigned and reimagined field experiences and other aspects of teacher education to meet new realities. Throughout, a concern for health and safety of students, teachers, other school partners, teacher candidates, university supervisors, and others remains paramount. I hope that readers will see examples of shifts in teacher education that can inspire continued improvement and innovation to support teacher candidates and their current and future students. Throughout, authors have grounded their adaptations in guiding ideas for middle level education and teacher preparation. Also in this issue, CIMLE is excited to share an article by Lisa M. Harrison and Penny A. Bishop, authors of The Successful Middle School: This We Believe. This text is the new version of the Association for Middle Level Education’s position statement. Their article, first published by the journal of the European League for Middle Level Education, provides additional context for the new edition.

Uncharted WATERS: Sustaining a Meaningful Student Teaching Experience Amidst a Global Pandemic via an Online STEM Curriculum

Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers’ field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning. The findings suggest that there were gains and losses in terms of the pre-service teachers’ ability to develop essential skills; classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on instruction were enhanced. The transition to remote learning also caused the way student teachers’ skills were valued, as well as the effectiveness of their teaching, to change. How future teachers are prepared will need to be altered. Going forward, all teachers will need the skills to reach students in a variety of environments including face-to-face, remotely, and hybrid models.

Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education

PurposeSocial constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face-to-face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs.Design/methodology/approachThe methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.FindingsOverall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.Research limitations/implicationsThis research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.Originality/valueThis research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.

Pre-service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience

This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that the video process only marginally supported the provision of targeted feedback and pre-service teacher reflection. Factors which contributed to these outcomes are discussed.

Obstructions in normative teacher identity development: a case study in Turkey

ABSTRACT This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher’s professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional militants and the national government, characterised by long-lasting curfews and the destruction of buildings and homes. This study provides insights into the formation of a new teacher’s professional identity when working within a conflict region. Written narratives, informal interviews, observation notes, university supervisor observations and a teaching diary were used to examine the developing professional identity. The findings suggest that, in extreme circumstances, individuals may adapt and find ways to mitigate the effects of a challenging community and other disadvantages. Imagined identity can play a powerful role in mediating external difficulties encountered in identity development.

Preparing New Catholic School Educators for Inclusive Schools: An Analysis of University and Diocesan Teacher Training Research

Educators can improve the academic and socioemotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from diverse backgrounds and experiences—such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socioeconomic challenges. To learn more about this topic, a Catholic university and local diocese partnered to examine the literature on the impact of Catholic teachers in under-resourced schools; practices for training Catholic educators with skills to meet the needs of all learners; and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The literature review was organized using the three pillars of the University Consortium of Catholic Education: service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and support for teachers

Advocates and Gatekeepers: Dialogue on the Multiple Roles of Cooperating Teachers and University Supervisors

Using Valencia et al.’s 2009 article “Complex Interactions in Student Teaching: Lost Opportunities for Learning” as a starting point for dialogue, cooperating teachers (CTs), recent graduates, and current teaching candidates of an English Education Program participated in focus group discussions on the attributes of effective CTs and university supervisors. CTs expressed some anxiety regarding mentors’ roles as gatekeepers, as well as understanding regarding the necessity of this role. Additionally, CTs, candidates, and graduates viewed the CT’s role as one that is more hands-on early in the field experience with decreasing direct guidance as the candidate develops in her or his professional practice. Implications for practice include explicitly articulating advocate and gatekeeper roles to candidates at the start of each field experience, intentionally discussing candidates’ pedagogical content knowledge during post-observation conferences, bridging the perceived gap from theory to practice, directly addressing uncooperative CTs, and strategically sharing mentoring resources.

Can teacher education programs help prepare new kindergarten and first grade teachers to address student absenteeism?

• We examine new teachers’ roles in addressing students’ absences. • For K-1, teachers better understood absenteeism based on their preparation. • There are null findings for teachers in grades 2–5. Children in kindergarten and first grade are missing more school than at any other point during the elementary years. While some research has examined what schoolwide programs might help to reduce absences, limited work has focused on the role of teachers. We are the first known study to examine kindergarten and first grade teachers, and none have done so vis-à-vis teacher preparation. We collected statewide data on elementary school teachers graduating from teacher preparation programs in the 2017–18 year in California. For teachers entering kindergarten or first grade classrooms, we find that kindergarten and first grade teachers had a greater perceived understanding of chronic absenteeism when they perceived their licensure requirement and placements as being helpful in preparing to teach. We also find that teachers felt better prepared to address absenteeism when they felt stronger support from their university supervisors. In contrast, there are null findings for new teachers entering second through fifth grade classrooms. This is meaningful given that teachers who feel the most prepared are entering classrooms where students are the most likely to be absent. Implications are discussed.

Evaluation of teaching practicum for pre-service English language teachers: A scale development study

The aim of this study is to develop a measurement tool that evaluates the teaching practicum to shed light on the expectations and attitudes of English teacher candidates in relation to teaching practicum. In this context, two measurement tools; expectation scale and reaction scale were prepared based on the amalgamation of Kirkpatrick Training Evaluation Theory (2000) and EPOSTL(2007). This study was conducted to have an overall critical analysis of the current practicum program applied in Turkey to determine the pre-service teachers’ views about the existing model and what could be done to make up for the deficits in the current implementation. Within the scope of the study, validity and reliability studies were conducted. For research validity; a pilot study was conducted at a state university with senior level ELT students at 2018-2019 spring academic year. As a result of the pilot study item writing and item pooling stages were completed. Expert opinion was received from three academicians from the field in order not to assess the face validity, content validity and construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted with 294 senior level ELT students who were taking the School Experience course at 2019-2020 fall term around various universities in Turkey. Working groups were determined based on maximum diversity sampling method. The expectation scale had 85 items at the beginning. According to the results of the structure validity of the research; the expectation scale had a) university supervisors, b) mentor teachers, c) school administrators, d) peer pre-service teachers, e) students, f) practicum school, g) teaching practicum and h) other stakeholders. Parts. The eight-factor structure scale consisted of 73 items. The reaction scale had 44 items at the beginning. As a result of the analysis, the reaction scale consisted of three-factor structure consisting of 39 items. These factors were determined as a) attitudes at the end of the practicum training as a teacher candidate, b) attitudes in relation to the teaching practicum and c) pre-service teachers reactions about teaching practicum. As a result of the CFA application, it has been observed that the scale shows good fit values in general. In line with the applications and analyzes, it can be said that the scales are valid, reliable and they have sufficient values in terms of psychometry.

Reexamining Faculty Roles in the Supervision of Pre-Service Teachers: Responding to the Call for Clinically-Rich Teacher Education

In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of pre-service teacher supervision and the university supervisor, which have affected not only traditional supervisors but all university-based teacher educators. This paper presents a framework that maps the shifting roles of four university-based teacher educators: program administrators, research faculty, teaching faculty, and adjunct faculty due to changing notions of clinically-rich pre-service teacher supervision. This framework demonstrates how faculty roles have become more inclusive of supervisory tasks, more integrated with school-site learning, and faculty are in closer communication with each other regarding pre-service teacher growth. Supporting new faculty roles within clinically-rich supervision requires adequate training for all faculty, appropriate institutional recognition for supervision, and rethinking departmental organization and culture.

Relationship between Implementation of Safety Standards and Guidelines for Physical Infrastructure, and Student Safety in Public Mixed Boarding Secondary Schools in Nakuru County, Kenya

The study aimed at finding out the relationship between implementation of Safety Standards and Guidelines for Physical Infrastructure in public mixed boarding secondary schools in Nakuru County, Kenya. The study was guided by Invitational Theory by Purkey and Schmidt and Systems Theory by Von Bertalanffy. The target population was 16 principals, 18 deputy principals and 2130 Form 4 students drawn from all 16 public mixed boarding secondary schools in the county. The study adopted a descriptive survey design. The sample size comprised 327 Form 4 students. A census approach was used. . The population of the study was clustered into 9 sub counties. Stratified sampling technique was used to categorize the population into three strata namely principals, deputy principals and Form 4 students. The principals and deputy principals were selected using purposive sampling technique, while the students were selected using simple random sampling technique. Data from students was collected by use of questionnaires, while that from principals and deputy principals was collected using interview schedules. The researcher also used observation checklist to determine the level of implementation of the selected Safety Standards Guidelines in the schools. Prior to use, the instruments were subjected to validity checks with the help of university supervisors and reliability tests guided by the 0.7 Cronbach’s Alpha Reliability Coefficient level. Data analysis was done using tools in the SPSS version 22. Analysis involved computation of descriptive statistics: frequencies and percentages, and inferential statistics: Pearson Correlation and Regression coefficients. The data was then presented in tables and textually.

Relationship between Implementation of Safety Standards and Guidelines for Drug and Substance Abuse, and Student Safety in Public Mixed Boarding Secondary Schools in Kenya

The objective of this paper was to find out the relationship between implementation of Safety Standards and Guidelines for Drug and Substance Abuse and student safety in public mixed boarding secondary schools in Nakuru County, Kenya. The target population was made up of 16 principals, 18 deputy principals and 2130 Form 4 students drawn from all 16 public mixed boarding secondary schools in Nakuru County, Kenya. The study adopted a descriptive survey design. The sample size for students comprised of 327 Form 4 students. A census approach was used whereby, all the 16 principals and 18 deputy principals were used for the study. The population of the study was clustered into 9 sub counties. Stratified sampling technique was used to categorize the population into three strata namely principals, deputy principals and Form 4 students. The principals and deputy principals were selected using purposive sampling technique, while the students were selected using simple random sampling technique. Data from students was collected using questionnaires and observation checklist, while that from principals and deputy principals was collected using interview schedules. Prior to use, the instruments were subjected to validity checks with the help of university supervisors and reliability tests guided by the 0.7 Cronbach’s Alpha Reliability Coefficient level. Data analysis was done using tools in the SPSS version 22. Analysis involved computation of descriptive statistics: frequencies and percentages, and inferential statistics: Pearson Correlation and Regression coefficients. The data was then presented in tables and textually.

A learning development-faculty collaborative exploration of postgraduate research student mental health in a UK university

Mental ill-health is an escalating problem in higher education. Not only does this impact students’ ability to learn, it can lead to poor completion, with learners opting to withdraw from studies, even if attainment has been satisfactory. The aim of this study was to gain insight about perceptions of poor mental health from postgraduate research students in a diverse UK university and canvas opinion regarding how the University could improve this. A short, pragmatic survey with basic quantitative and qualitative responses was distributed. This was analysed by a team comprising the learning developer responsible for postgraduate researcher learning development, academics and a doctoral student. The study found that poor mental health was evident, with over three quarters of respondents reporting some experience of mental ill-health. We identified five areas in need of attention: University Systems, Supervisor Training, Well-being Monitoring, Building Networks, and Finance. Sources of University-based stress were finance, administrative support, and an environment where a perception that poor mental health was an expectation rather than a problem was experienced. Students preferred to access support outside the academic environment. This is the first study of its kind at a diverse, plate-glass UK university, to consider research student mental ill-health, with a staff-student team working with data, and the learning developer spear-heading changes across postgraduate research. These findings have already influenced university strategy, staff training, and induction practices. The synthesis of the five areas could be used to visualise where further work is needed to improve mental health in these learners.

Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana

AbstractAs a partial condition for the successful completion of school, and for certification reasons, undergraduate distance education students in Ghanaian universities are required to conduct research work. Due to the mode of teaching and learning activities, it appears such students are at a disadvantage. In this study, we examined the challenges distance education students encounter in conducting their research work in two universities in Ghana. A cross-sectional survey was conducted using 866 distance education students sampled from the study centres across the country. Results from a confirmatory factor analysis, using 5,000 bootstrap samples, revealed challenges from the students, supervisors and the institutions. Based on our results, we recommend that there should be structured policies by university management and supervisors to relieve students of the challenges they encounter when conducting their research work. The study also encouraged students to devote the needed time, commitment and motivation to complete their research work on time. Suggestions for further studies were made based on the findings.

EXPLORING THE PERCEPTION OF PROSPECTIVE TEACHERS (ADE /B.ED.(HONS)) ABOUT THE CHALLENGES DURING PRACTICUM IN QUETTA CITY, PAKISTAN

Teacher is the central cog in the machinery of Education. The quality and worth of the teachers determine the quality of Education. For the better education, the effective and committed teachers are needed. In ADE / B.Ed.(Hons) program, practicum is one of the essential components for practical experiences, school-based activities and teaching training to become the devoted and professional teacher. So, the present study investigated the perceptions on adequacy of practicum and highlight the challenges faced by prospective teachers. The study was conducted through using mixed method approach. Structured questionnaire and interview protocol were used for the data collection. Data was both qualitative and quantitative in nature. The sample of 150 prospective teachers from colleges and universities, offering ADE/ B.Ed. program were selected through simple random sampling technique who completed their practicum. The analysis indicated the prospective teachers face variety of challenges such as no adequate support of school administration, lack of proper guidance and encouragement from university supervisors, no skills to design and implement classroom activities associated with teachings, behavior of cooperative teachers as they spend more time with them in schools and no proper meetings and seminars conducted to check the quality of work and problems of prospective teachers. Nevertheless, majority of the prospective teachers think that practicum is an important element for the preparation of professional life of teachers and found practicum to be a valuable experience. Article visualizations:

Disrupting the Deficit Gaze: Equity Work with University Supervisors

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship with the mentor teacher.