In this study, eight Chinese student teachers' beliefs and the role of teaching experiences in their belief development were explored using qualitative approaches. Within- and cross-case content ...analyses indicate that, first, most student teachers held both pupil- and teacher-centred beliefs, and some of these beliefs contradicted each other. Second, three types of processes were identified describing the role of teaching experiences in student teachers' belief development: belief confirmation, belief change and belief elicitation. Most often, experiences confirmed student teachers’ teacher-centred beliefs, which resulted in all of the student teachers in our study being more teacher-centred after their internships.
•Chinese student teachers hold contradictory teacher- and pupil-centred beliefs.•Three roles of teaching experiences are distinguished in belief development.•Teaching experiences mostly confirm student teachers' teacher-centred beliefs.
En esta presentación nos proponemos compartir una exploración en torno a experiencias docentes en investigación socio-antropológica, transitadas por el equipo de cátedra que componemos, durante la ...pandemia de covid-19, en una de las asignaturas teórico-metodológicas de la carrera de Antropología de Universidad Nacional de Rosario (unr).El tiempo recorrido entre marzo de 2020 y diciembre de 2021 se desarrolló entre medidas de Aislamiento Social, Preventivo y Obligatorio (aspo) y Distanciamiento Social, Preventivo y Obligatorio (dispo). En este contexto de transformación de los cotidianos sociales a escala planetaria, nuestras actividades y nuestra práctica docente fue con-movida por cambios en diversos aspectos.Con la intención de abordarlos, retomamos diversas documentaciones elaboradas por el equipo docente: observaciones y anotaciones registradas durante las clases, documentos generados para la organización del cursado, notas de reuniones de cátedra y reuniones entre docentes de las asignaturas metodológicas, así como correos electrónicos conteniendo resoluciones de la Facultad y Rectorado y decretos nacionales. A partir de interpretar este soporte material desde una orientación teórica fundada en el enfoque antropológico relacional de procesos socio-educativos hemos identificado preliminarmente ciertos núcleos de discusión que exponemos en este artículo, así como interrogantes que derivan de nuestra práctica concreta de enseñar a investigar en este contexto. Recepción: 13/8/2022. Aceptación: 14/11/2022. Publicación: 14/4/2023
Catalyzing Cultural and Global Competencies Byker, Erik Jon; Putman, S. Michael
Journal of studies in international education,
02/2019, Volume:
23, Issue:
1
Journal Article
Peer reviewed
Open access
Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and ...agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article's theoretical frame for the investigation of the impact of this study abroad program. The study's participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States (N = 21). Using a mixed-methods research design, the study examined the participants' perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers' global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen. (HoF/text adopted).
Indikator-indikator kompetensi ilmiah dalam literasi sains yang digunakan oleh OECD dalam PISA sejak tahun 2015 adalah (1) menjelaskan fenomena secara ilmiah, (2) merancang dan mengevaluasi ...penyelidikan secara ilmiah, dan (3) menginterpretasi data dan bukti secara ilmiah. Dalam penerapan kurikulum terintegrasi, guru sekolah dasar juga terlibat dalam pembelajaran sains di tahap awal, yang berarti juga harus memiliki kompetensi ilmiah dan mampu membina para siswa untuk mencapainya. Kajian ini bertujuan untuk mencari tahu korelasi antara ketiga indikator kompetensi ilmiah tersebut dan pengaruh pengalaman mengajar terhadap kompetensi ilmiah guru sekolah dasar. Hasil yang diperoleh mengindikasikan pentingnya pembinaan kompetensi ilmiah pada guru secara periodik dengan memperhatikan semua indikator-indikator kompetensinya
Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive ...changes to their teaching with technology. Using various data sources of my students’ blog, written assignments, and online interactions, this qualitative autoethnography study reflects upon my experiences as a lecturer in integrating technology in two EFL writing classes at the English Language Education Program of a private university in Central Java, Indonesia. Based on my written reflections narrated in the findings’ section, I discussed five main themes (i.e., struggle, unsuitable choice of technology, not a magic stick, traditional ingredients, and learning from one another) as the answer to the research question of this study. Overall, these five themes detailed my teaching practices in the classrooms, personal feelings of using technology, teaching and learning challenges of using technology in the writing classes, and possible solutions to deal with those challenges. This study might illustrate how reflecting on teaching experiences allows teachers to be aware of what they did in a class, find areas that need improvement, and plan for teaching-related changes in their future classrooms. Meanings of integrating technology in the classrooms and recommendations for further research are presented.
Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of ...this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates' experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates' development as emerging culturally responsive teachers by 1) developing a broader conceptualization of culture, 2) developing a new frame of reference on the relationship between culture and classroom learning environments, 3) developing empathy and understanding, and 4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs.
In this study, we developed and validated a new instrument: an emotional intelligence scale for teachers. This paper focused on the psychometric properties of the emotional intelligence scale for ...school teachers dealing with adolescent students. The study also validated the tool over 608 secondary school teachers in India. This scale was evaluated using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), Cronbach’s alpha, and item-total correlation. Results showed good fit (χ2/df =1085.66, CFI = 0.956, GFI = 0.876, TLI = 0.951, PCFI = 0.860, PNFI = 0.843, RMSEA = 0.06 and SRMR = 0.056) for the five components (Self-Perception, Self-Regulation, Self-Drive, Empathy, Social Motive) of the measurement model. However, 80.18% of the total variance was explained by the factors Reliability (Cronbach alpha = 0.95) and construct validity means convert and discriminant validity was established for a teacher’s innovative emotional intelligence scale. Finally, the robust findings indicated that the instrument could be used in further studies in different research areas.
This paper outlines selected results from a PhD study of the teaching experiences of police educators in Australian police academies. The purpose of this paper is to describe the variation in police ...educators' teaching experiences, with these results being used to identify effective teaching practice and discuss its impact on student learning. A qualitative research specialisation called phenomenography was used for the data collection and analysis process. Semi-structured interviews were conducted with 25 police educators from across five police academies. The interviews were analysed using comparative analysis to constitute a limited number of qualitatively different categories representing variation from less to more complete experiences. Discussion of the results highlighted ideal approaches to teaching and how these experiences compare to more traditional police academy teaching practices. The implications of these results were discussed in terms of improving learning in police academies.
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