Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in ...teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa's typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers.
This research studied a group of three preservice elementary teachers creating a narrated stop-motion animation (Slowmation) from start to finish in 3 hours to explain the challenging concept of ...'phases of the moon' to elementary school children. The research questions investigated the preservice teachers' learning before and after the construction as well as how the preservice teachers designed the slowmation as a teaching resource. Data collection involved individual interviews immediately before and after the construction in conjunction with analysis of video and audio data collected during the construction process. Before the animation construction, the participants had little understanding of the causes of moon phases and one held an alternative conception. After creating the slowmation all three preservice teachers demonstrated more 'elements' of the concept and appeared to resolve an alternative conception. There are two findings from this research: (i) creating a slowmation enabled the preservice teachers to develop more elements to contribute to their understanding of moon phases; (ii) the design of the slowmation was based on breaking the concept into a sequence of sub-concepts that were represented digitally. Designing a digital teaching resource such as a slowmation to explain a concept involves preservice teachers breaking a concept down into coherent parts or 'chunks' and representing the concept in multiple ways. This can be done within a science method class and is also a good way for the them to negotiate meanings about a difficult concept. Author abstract
Digital Explanation as Assessment in University Science Nielsen, Wendy; Georgiou, Helen; Jones, Pauline ...
Research in science education (Australasian Science Education Research Association),
12/2020, Letnik:
50, Številka:
6
Journal Article
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Assessments in tertiary science subjects typically assess content knowledge, and there is current need to both develop and assess different forms of knowledge and skills, such as communications and ...digital literacies. A digital explanation is a multimodal artefact created by students to explain science to a specified audience, which is an alternate form of assessment that has potential to develop and assess these other important forms of knowledge and skills. This research draws from perspectives in multimodality, educational semiotics and science education to gain a better understanding of digital explanation as a form of assessment in university science. Data sources include digital artefacts (n=42), task descriptions and rubrics and pre-/post-interviews (n=21) with students who created them as a task in a university science subject. Analysis involved identifying the range of media resources used across the data set, seeking patterns in how multiple resources were used and exploring students' perspectives on the task, including their design decisions. A more detailed look at artefacts from three different science learning contexts illustrates that students base their design decisions on the content knowledge being represented, their technical capabilities to generate them and how to engage the audience. Students enjoy this form of assessment and feel that the tasks allowed them to demonstrate different sorts of capabilities than are normally assessed in their subjects. Recommendations for instructors provide guidance for considering this sort of task in tertiary science contexts. Author abstract
This paper presents a study of two international doctoral students' perspectives on preparing to formally present the thesis proposal, which we conceptualise as a threshold in the PhD journey. They ...participated in a thesis writing group (TWG) that aimed to support international doctoral students to develop aspects of their scholarship in the early stages of their candidature. The case students reported feeling 'stuck' before joining the TWG run by the authors. After the writing group experience, they reported that they had gained confidence and developed the skills and knowledge required to prepare for their proposal presentation. Their perspectives were gathered through semi-structured interviews that were analysed using the conceptual framework of threshold concepts for doctoral learning. This small-scale study suggests that the collegial support provided by a TWG can be a powerful pedagogy enabling doctoral scholars to confidently negotiate crossing the thesis proposal threshold.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, the authors investigate how learners, such as preservice ...elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a 'Slowmation' (abbreviated from 'Slow Animation'), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. Author abstract
Doctoral education scholars associate doctoral learning with certain threshold concepts, many of which are embedded in the literature review. In considering this, we draw from a literary metaphor of ...'joining the conversation' and report on a doctoral writing programme that blended elements of workshops, 'shut-up-and-write' sessions and thesis writing circles in the Faculty of Social Sciences at an Australian university. Findings illustrate conceptual thresholds engendered in the literature review. Study participants reported growing awareness of: the need for a critical voice; the difference between descriptive and critical writing; and, different ways to conduct and structure the literature review. Further, these are capacities and skills that develop iteratively over the candidature. To join the research conversation, gaining an understanding of these aspects of the conceptual threshold is important and, as indicated here, writing programmes that explicitly support this learning are vital to the process of scholarly development.
Nursing graduates have identified a divide between their education's theoretical and clinical components, making them feel unprepared for their transition into clinical practice.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
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