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1.
Jennifer Anne Wilhelm Walter S. Smith Kendra L. Walters Sonya E. Sherrod Judith Mulholland 《International Journal of Science and Mathematics Education》2008,6(1):131-162
Pre-service teachers from Texas and Indiana in the United States and from Queensland, Australia, observed the Moon for a semester
and compared and contrasted their findings in asynchronous Internet discussion groups. The 188 pre-service teachers were required
to conduct inquiry investigations for their methods coursework which included an initial Moon observation assignment, an Internet
Moon discussion, and a final project. The Moon context was chosen for its motivating capability, its inherent interdisciplinary
makeup, its inclusion in the National Science Education Standards, and its ability to be viewed worldwide. This study was
of a mixed method research design and involved pre-service teachers’ journals, summative reflections, Internet discussions,
final projects, and the Lunar Phases Concept Inventory (LPCI). Analysis of the qualitative data was conducted through the
exploration of patterns and themes that illustrated pre-service teachers’ conceptual development, and the LPCI was administered
as a pre/post assessment. We found that our project led to increased knowledge concerning the mathematics and science involved
with understanding the Moon and its phases. We also found that it was beneficial to have Internet discussions with pre-service
teachers from around the world, but it was not without its problems (e.g., coordinating schedules and lack of participation
by some participants). We discovered that pre-service teachers’ exposure to the new uses of technology for teaching and learning
did not necessarily translate to their planning to adopt similar techniques in their own classrooms. 相似文献
2.
Jari Kukkonen Patrick Dillon Sirpa Kärkkäinen Anu Hartikainen-Ahia Tuula Keinonen 《Education and Information Technologies》2016,21(2):349-371
Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving future performance. This study has examined pre-service teachers’ experiences of technologyenhanced/computer-supported collaborative inquiry learning when studying the anatomy of fish. The study investigated pre-service teachers’ experiences of scaffolded use of a Wiki in structuring a dissection inquiry activity combined with scaffolded use of digital imaging to support problematizing during the sense making process. Quantitative data on the benefits experienced by the pre-service teachers in using the Wiki and in digital imaging were collected through responses to questions posted through an online questionnaire. Structure equation modeling was used to investigate the relationship between scaffolding with the Wiki and the experienced benefits of using technology. The use of structural scaffolding with the Wiki was not seen to be directly related to the experienced benefits. In encouraging knowledge acquisition and supporting deeper thinking on the topic, digital imaging had the strongest positive relationship to the experienced benefits of the technology, but there was no direct relationship with the use of the Wiki. However, scaffolding by structuring the activity with the Wiki had meditational, indirect, effects through visualizations and peer support to intentional and active participation and thus the scaffolds were working during the inquiry synergistically. For teacher education this means that pre-service teachers may recognize the benefits of using technology only through a significant experience and thus under value the role of the technology itself. 相似文献
3.
Pre-service Teachers Teaching Critical Literacy through Microteaching: Possibilities and Constraints
In this paper I explore four groups of pre-service teachers’ teaching of critical literacy in microteaching to examine how they translated critical literacy into teaching practice for secondary/upper middle grade students (the role played by peers undergoing microteaching). Firstly I discuss some key concepts and outline the pedagogical framework adopted for teaching critical literacy. I then focus on the pre-service teachers’ microteaching lessons to analyse qualitatively their lesson plans, their reflections on their teaching and the views of their peers regarding their learning of critical literacy. I conclude by assessing the possibilities and constraints of teaching critical literacy through the pedagogical framework and the microteaching context. 相似文献
4.
Bonnie Thompson Long 《Irish Educational Studies》2018,37(2):205-225
This paper describes the conceptualisation and appropriation of narrative in the design of digital storytelling technology (DST), to augment reflective practice among Irish pre-service teachers. Reflective practice remains a predominant professional formation component of programmes of teacher education. In this key developmental activity, teacher education traditionally privileges written reflections, e.g. pro forma post-lesson evaluations and essays. Our aim in this research was to supplement, not supplant, these important written reflective modalities, and by doing so, open up a wider set of possibilities for using narrative and technology to support creative, potentially transformative reflection on practice. We have been inspired significantly in this DST work by Bruner’s ([2002]. Making Stories: Law, Literature, Life. Cambridge, MA: Harvard University Press) functional view of narrative inquiry – that storytelling serves as the principal, foundational means by which we form our identities, relate to others and make sense of our place in the world. We thus sought to explore how innovative storytelling designs, combined with, and augmented by digital technology, might afford new narrative inquiry possibilities for pre-service students to conceptualise, create and collaborate in their early-career, reflective practices. This paper presents R-NEST, the educational design we developed in a principled and participatory fashion over 3 years, collaboratively with 323 student teachers. We trace the narrative of the development and refinement of the bespoke R-NEST design, illustrated with analysis of an exemplar, student-designed digital story. The paper concludes with insights regarding the creative, reflective use of DST, suggesting potentially wide scope for this mode of narrative technology in education. 相似文献
5.
Rachel Sheffield Eva Dobozy David Gibson Jim Mullaney Chris Campbell 《Educational Media International》2015,52(3):227-238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. 相似文献
6.
In this paper, we reflect on our experience with an experimental inquiry component within a teacher education program in a large urban city on the West Coast of the United States. This learning space, which is referred to as “Inquiry,” promotes the integration of theoretical and practical knowledge through reflection and dialogue. We highlight how this inquiry-oriented process enabled preservice teachers to reflect on and dialogue about existing ideals of social justice and equity with regard to teaching diverse learners. This process acknowledges that alternative learning spaces in teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators. While the process is a valuable one, we offer a critical analysis of our own processes. In particular, we discuss the need for the creation and implementation of strategies that help pre-service teachers build their capacity to teach in diverse urban classrooms. 相似文献
7.
Meagan Call-Cummings 《Educational Action Research》2018,26(3):385-402
The purpose of this article is to explore the concept of empowerment, reframing it in critical terms and in a precise and useful way. I approach this exploration through two participatory action research studies. Why are our teachers racist? took place over an 18-month period from 2012 to 2014 at a mid-sized high school in a rural dairy town in Idaho with 52 Latino/a students and their white teacher. Who can do research? was conducted in the fall of 2013 with a group of 60 pre-service teachers at a large university in the Midwest of the United States. Through the application of lessons learned from these two studies, I frame critical empowerment as a process whereby historically marginalized and oppressed individuals and groups can potentially lay claim to power as they/we engage in participatory approaches to knowledge production, thereby gaining control over processes by which we as a society determine what is useful and valuable knowledge. 相似文献
8.
Jiling Liu Ron E. McBride Ping Xiang Melissa Scarmardo-Rhodes 《Quest (Human Kinetics)》2018,70(1):12-27
To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers’ understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States. Data were collected through focus group interviews and post-lab assignments and were analyzed via content analysis. Findings showed that the PE pre-service teachers could define CT and recognize its importance to teaching and learning. Together with field-based teaching practices, course written assignments such as the encyclopedia article, curriculum project, lesson plans, and post assignments were identified as contributors to CT development. At the end of the semester, the PE pre-service teachers demonstrated an improvement in CT across three levels. Based on our findings, we recommend the integration of CT instruction into PETE programs. 相似文献
9.
Yueming Jia Youn Joo Oh Bernadette Sibuma Frank LaBanca Mhora Lorentson 《Teacher Development》2016,20(2):229-252
A self-report scale that measures teachers’ confidence in teaching students about twenty-first century skills was developed and validated with pre-service and in-service teachers. First, 16 items were created to measure teaching confidence in six areas: information literacy, collaboration, communication, innovation and creativity, problem solving, and responsible citizenship. Then, the items were tested in two groups of pre-service teachers and two groups of in-service teachers respectively. Exploratory factor analyses and confirmatory factor analyses were conducted to examine the scale’s validity and reliability. The analyses identified a three-construct scale including innovation and problem solving, collaboration, and utility of technology for pre-service teachers and a one-dimension scale, cross-functional skills, for in-service teachers. This study suggests that different scales should be used to measure in-service teachers’ and pre-service teachers’ confidence in teaching twenty-first century skills. 相似文献
10.
If issues in the history and philosophy of science and those related to science, technology and society are generally accepted in policy, how ought these be handled in practice? Mandate in policy does not guarantee implementation in practice. Indeed, HPS and STS have for decades been marginalized in the curriculum. Subject areas designated to teach components of HPS and STS, such as design and technology, social studies and science, seem preoccupied with other aspects of the curriculum and rarely get around to HPS and STS. This study aimed at eliciting pre-service physics teachers’ perspectives on using HPS to address quantum mechanics and scientific literacy. Through questionnaires, observation of and participation in a physics methods class, 16 pre-service teachers were asked to identify topics they considered problematic to teach or learn. They were challenged to identify those topics that could effectively be taught or learned from HPS. The pre-service teachers agreed that HPS and STS were more appealing for teaching some topics, such as quantum mechanics, which is the focus of this article. This intervention in physics teacher education demonstrates the importance of using specific methods in physics instruction to demonstrate the value of HPS in scientific literacy. 相似文献
11.
As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers’ technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test’s internal structure. Concerning convergent and discriminant validity, the pre-service teachers’ test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers’ TPK through teacher education courses. 相似文献
12.
This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard. 相似文献
13.
Min Jeong Song 《Educational Media International》2018,55(3):183-198
3D printing implementation in educational contexts has gained considerable attention in recent years. However, research shows that both in-service and pre-service teachers lack digital literacy and the confidence required to teach this emerging technology. This study reports the current challenges and opportunities in 3D printing education in Korea and identifies the range of knowledge required for teachers to integrate 3D printing technology into classrooms in meaningful ways. The technological, pedagogical, and content knowledge (TPACK) framework was used to analyze the certificate program for 3D printing educators and in-service teachers’ practices. The findings from interviews with 10 in-service teachers and participant observation in the 3D printing training workshop for pre-service teachers revealed that technological knowledge is overly emphasized in the 3D printing teacher training curriculum. Thus, many in-service teachers develop their content knowledge and pedagogical knowledge by exchanging ideas with other teachers online and running project-based courses with flipped classroom approaches. Two potential paths were discovered for developing curricula that cross over the domains of the TPACK framework to successfully integrate the technology into classrooms: collaboration between teachers in different subject areas and industry experts to develop technical knowledge and curriculum, and contextualizing 3D printing technology in relation to open-source digital culture. 相似文献
14.
Suriati Abas 《Literacy》2023,57(2):161-170
In the wake of grim events such as Russian invasion on Ukraine, Taliban takeover in Afghanistan, the death of George Floyd in America and mosque shootings in Christchurch, New Zealand, all occurring amid the pandemic of COVID-19, it became increasingly more important to recognise literacy work that promotes a critically informed and just society. Thus, through the lens of critical literacy and intersectionality, this study sought to examine how pre-service teachers drew on critical multimodal literacy practices to create open educational resources (OER) or openly licensed comics that motivate local, global and/or transnational literacy education. Data collection took place at a four-year public university in Upstate New York. They included student-created comics, student reflections, researcher's fieldnotes and course syllabus. Findings from the study reveal that the pre-service teachers incorporated either a local, global or transnational connection to enact a social change. Further analysis shows that the OER or student-created comics inherently involve actions which are aligned with the three principles of social justice: redistributive justice, recognitive justice and representational justice. 相似文献
15.
ABSTRACT The Australian Professional Standards for Teachers identify a range of supposedly demonstrable capabilities for graduate teachers. Elaborations privilege the realization of Standards through mentoring, and feedback from senior colleagues. As manifestations of the logic of neo-liberalism they operate as audit technologies for pre-service teachers and their learning. In this paper, we argue for the preparation of graduate teachers who can engage in critical inquiry as means for expanding professional learning, developing pedagogical practices and improving student learning. We report on the preparation of 4th year pre-service teachers to undertake critical inquiry into an aspect of pedagogic practice during their final practicum placement. We first address instrumental framings of teacher preparation. A case is then made for critical practitioner inquiry as an alternative. Empirical data is drawn from the ‘practice architectures’ of an Australian teacher education program as these relate to developing pre-service teacher inquiry designs. We present inquiry questions, abstracts and reflections developed by pre-service teachers over a seven-year period in two discipline groupings, Health and Physical Education and Mathematics and Science, as evidence of possibilities for preparing graduates for a critical inquiry workforce. We conclude in arguing that these possibilities are vital in times framed by a narrowing technical and standardized educational environment. 相似文献
16.
Katherine McKnight Kimberly O'Malley Roxanne Ruzic Maria Kelly Horsley John J. Franey Katherine Bassett 《Journal of Research on Technology in Education》2016,48(3):194-211
A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research. We conducted focus groups and interviews, and observed classrooms in seven exemplary schools across the United States. We surveyed teachers' familiarity, use, and comfort with technology as well. We document six common strategies used across the seven sites and identify five roles that technology plays in enhancing teaching and learning, and discuss how these strategies benefit teachers and learners. (Keywords: technology integration, digital instructional strategies) 相似文献
17.
数字时代的高校教师需具备数字素养以应对新型技术整合教学的挑战,帮助学习者充分适应未来的智能化社会.文章对比国内外数字素养研究,分析探讨了数字素养的内涵及其构成要素,制定了数字时代高校教师数字素养框架,并据此提出高校教师提高数字素养的策略:需要政府层面制定具有层级的高校教育者数字素养框架;需要重点探索高校教师数字素养与学... 相似文献
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19.
This paper describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US to foster critical understanding of institutional oppression. Written inquiry assignments, web-based journal entries, and class discussions with one hundred and six pre-service teacher candidates enrolled in a cultural diversity course are analyzed using interpretive qualitative methods to examine the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice. 相似文献
20.
Michelle Hoda Wilkerson Chelsea Andrews Yara Shaban Vasiliki Laina Brian E. Gravel 《Journal of Science Teacher Education》2016,27(1):11-33
This paper explores the role that technology can play in engaging pre-service teachers with the iterative, “messy” nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another’s ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers’ knowledge and goals related to scientific modeling in the classroom. 相似文献