Effects of supervisory methods upon development of a teaching strategy by student teachers

1971 ◽  
Vol 8 (4) ◽  
pp. 335-338 ◽  
Author(s):  
Helen H. James
Keyword(s):  
Student Teachers ◽  
Teaching Strategy ◽  
Supervisory Methods

scholarly journals Complexity, Teacher Education and the Restless Jury: Pedagogical Moments of Performance

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Lynn Fels
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Learning Opportunities ◽  
Reflective Practices ◽  
Mindful Awareness ◽  
Edge Of Chaos ◽  
New Learning

This article explores the generative relationship between complexity, performance, and teacher education. In a moment of crisis, a drama educator comes to recognize the potential of role drama as a teaching strategy to introduce student teachers to the complexity of teaching and learning with students. With the assistance of cantankerous judge and a restless jury, the author illustrates how exploratory spaces of performance bring participants to the “edge of chaos” where new learning and insights emerge. The use of role drama as a strategy in teacher education creates valuable learning opportunities for student teachers that encourage mindful awareness and reflective practices.

scholarly journals STUDI EVALUATIF RESPON TERHADAP TIK UNTUK PEMBELAJARAN DI DAERAH PERBATASAN EVALUATIF STUDY RESPONSE TOWARD ICT FOR LEARNING IN THE BORDER AREA

2019 ◽  
Vol 17 (4) ◽  
pp. 019
Author(s):  
Waldopo Waldopo
Keyword(s):  
Student Teachers ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Development Program ◽  
Border Region ◽  
Community Leaders ◽  
Border Area ◽  
Motivation For Learning ◽  
Border Areas ◽  
The Government

Pembangunan di daerah perbatasan (terdepan) kini menjadi salah satu perhatian pemerintah. Sehubungan dengan hal ini, Kementerian Pendidikan dan Kebudayaan bertekad mewujudkan wilayah perbatasan menjadi halaman depan Negara RI melalui pembangunan pendidikan. Untuk mensukseskan program tersebut, Pustekkom sesuai tusinya pada akhir tahun 2012 memberikan bantuan TIK ke sejumlah sekolah yang berada di daerah perbatasan berikut pelatihan pemanfaatannya untuk pembelajaran. Permasalahannya apakah para siswa, guru maupun kepala sekolah memberikan tanggapan yang positif terhadap bantuan tersebut, karena secanggih apapun TIK yang diberikan tidak akan ada manfaatnya jika tidak direspon secara positif kususnya oleh para siswa, guru dan kepala sekolah. Penelitian ini bertujuan untuk mengetahui respon para siswa, guru, kepala sekolah, orang tua siswa dan tokoh masyarakat di daerah perbatasan RI-Malaysia terhadap bantuan TIK untuk pembelajaran yang mereka terima. Pengumpulan data dilakukan dengan menyebarkan kuesioner, observasi,diskusi terfokus dan dokumentasi, data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa baik kepala sekolah, guru, siswa, dan tokoh masyarakat pada umumnya memberikan respon (tanggapan) positif. Selain itu keberadaan TIK di sekolah ternyata mampu meningkatkan motivasi belajar siswa dan memotivasi guru untuk memperbaharui cara mengajarnya. Oleh karenanya disarankan agar bantuan TIK untuk pembelajaran berikut pelatihan pemanfaatannya diperluas ke sekolah-sekolah lain yang ada di daerah perbatasan.Development in the border areas, now has become priority of the government development program. Related to that priority, The Ministry of Education and Culture is committed to realize the border region to be the front yard of The Republic of Indonesia through educational development. To succeed the program, according to the duties and responsibility. Pustekkom (ICT Center for Education) since in late of 2012, provide assistance a number facilities of ICT for learning to some schools were located in border areas training utilization of ICT for learning. The problem are the student, teachers and principals responded positively to the ICT for learning. Because, the sophisticated of ICT became useless if there is no positive respond from the students, teachers and principals. This study aimed to determine the response of the students, teachers, principal, parents and community leaders in the border area between Indonesia and Malaysia to support ICT for learning. Data was collected by distributing questionnaires, observation, focused group discussion and documentation. Data were analyzed descriptively. The results showed that both principals, teachers, students, and community leaders respond positively. Besides that, ICT can improve student motivation for learning and also motivate teachers to renew their teaching strategy. Therefore it is suggested that the ICT for learning support and the training should be extended to other schools in border areas.

Teacher Perceptions about Effective and Successful Teaching

1987 ◽  
Vol 6 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Margarite A. Arrighi ◽  
Judith C. Young
Keyword(s):  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Effective Teaching ◽  
Student Teachers ◽  
Teaching Effectiveness ◽  
Teaching Strategy ◽  
Personal Characteristics ◽  
Inservice Teachers ◽  
Two Samples ◽  
Successful Teaching

The purpose of this investigation was to examine the perceptions of preservice and inservice teachers about successful and effective teaching. Two samples of preservice and inservice teachers responded to open-ended questions concerning their perceptions of teaching effectiveness and their own success. The first sample included 224 beginning physical education majors, student teachers, and inservice physical educators who identified 2,003 effective teaching components which were categorized into 20 different instructional factors by the research team. The second sample included 379 inservice and preservice teachers who were asked about their perceptions of successful teaching. Responses were then categorized by source of success: students, self, others’ reactions, or administrative. Results indicated differences in preservice and inservice teachers’ perceptions, suggesting a pattern of socialization into the teacher role. Teacher perceptions of effective and successful teaching reflected concern for student responses. Effectiveness categories identified included teaching strategy, management and organization, content, and personal characteristics. Perception of successful teaching indicated greater concern for self among preservice than inservice teachers.

Flipping the Class for Students to Learn to Teach Economics

2018 ◽  
pp. 287-306 ◽  
Author(s):  
Micheal Moos van Wyk
Keyword(s):  
Distance Learning ◽  
Experimental Design ◽  
Student Teachers ◽  
Direct Instruction ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Further Education ◽  
Current Debate ◽  
Post Test ◽  
Quasi Experimental

The current debate at colleges of teacher education about introducing and redesigning learning programmes by including flipped classroom pedagogy emerged as a technology-integrated teaching strategy as a means to support students in an open distance learning approach. The flipped classroom pedagogy (FCP) is a student centeredness teaching strategy that the lecturer and student teachers interact through in-class or out-of-class activities. This chapter explores to what extent does a Flipped Classroom Pedagogy enhances student teachers' learning as compares to Direct Instruction method when learning to teach Economics at an open distance learning university. The study adopted quasi-experimental design, encompasses a pre-test, post-test and Flipped Classroom Pedagogy Questionnaire. A purposive sampling of Post Graduate Certificate of Education (PGCE) and Batchelor of Education (BEd: Senior and Further Education and Training phase) student teachers (n=371) was selected. Results showed that the used of Flipped Classroom Pedagogy in the quasi-experimental design and on the online survey influenced student teachers' performance as compared to the Direct Instruction method in the course. Further research is needed with larger samples including other teacher teaching methodology courses that will yield different results.

scholarly journals A Qualitative Investigation of Pre-Service English as a Foreign Language (EFL) Teacher Opinions

2015 ◽  
Author(s):  
Leyla Tercanlioglu
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Strategy ◽  
English Teacher ◽  
Education Students ◽  
Education Experience ◽  
Efl Teacher ◽  
Teacher Education Department ◽  
Group Interviews

Pre-service English teacher education students’ perceptions of their education experience provide greater insight into developing an effective teaching strategy in English teacher education. The objectives for the study were: (1) to identify issues of interest or concern to the department and (2) to determine satisfaction levels concerning departmental issues. Data were drawn from focus group interviews involving 5 student- teachers in each of 5 groups. The findings showed that the English teacher education department students thought that the department was not fulfilling many of its purposes, although there were some strengths. Identifying what students think can help to open English teacher educators’ eyes and minds to the realities of the English teacher education both locally and globally.

scholarly journals Effectiveness of Flip Teaching Strategy on Academic Achievement of Student Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Academic Achievement ◽  
Active Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Course Design ◽  
Teaching Strategy ◽  
Hybrid Course ◽  
Teaching Economics ◽  
Hybrid Course Design ◽  
Experimental Group

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting. The classroom becomes a workshop where interaction among Educator and students takes place. Since effectively flipping a classroom brings many benefits, it will provide opportunities to B.Ed student teachers to learn at their own pace easily. In this study, B.Ed student teachers from two different teacher training institutes were randomly selected (22 from each having Economics as their optional teaching subject). In an institute, 11 students out of 22 were randomly assigned as the control and rest as the experimental group. So, 22 students were in the control and the experimental group combining both the institutes. The result in this strategy seems to be effective in teaching Economics by student teachers, without any monetary burden in creating active learning environment in the classroom.

scholarly journals Student Teacher Engagement in Co-Teaching Strategies

2020 ◽  
Vol 8 (1) ◽  
pp. 30-47 ◽  
Author(s):  
Rebecca Stobaugh ◽  
Kimberlee Everson
Keyword(s):  
Student Teachers ◽  
Survey Data ◽  
Student Teaching ◽  
Student Teacher ◽  
Teaching Strategies ◽  
Cooperating Teachers ◽  
Teaching Strategy ◽  
Teacher Education Programs ◽  
Teaching Experiences ◽  
Teacher Survey

Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.

scholarly journals EFL Student Teachers' Reflections on Their Initial Teaching Practice

2017 ◽  
Vol 8 (1) ◽  
pp. 125
Author(s):  
Sanja Čurković Kalebić
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Research Question ◽  
Teachers Perceptions ◽  
School Based ◽  
Cognitive Behavioural ◽  
Cognitive Involvement ◽  
Behavioural Aspects

This paper aims to investigate student teachers' reflections on their pre-service teaching practice. The research question is: What are student teachers' perceptions of their cognitive, behavioural and affective involvement in initial teaching practice? The participants in this study were 53 student teachers of English language and literature at a Croatian university. A questionnaire was administered to the student teachers upon the accomplishment of their school-based teaching practice. The questionnaire consisted of 18 items accompanied by a five-point Likert scale. Six items in the questionnaire referred to the student teachers' perception of their cognitive involvement when observing their mentors teach, six items referred to the student teachers' perceptions of their verbal and non-verbal behaviour when teaching their own lessons, and six items addressed student teachers' attitude towards the assignments they had during their teaching practice. Findings indicate high cognitive involvement of the student teachers during their observations of mentors’ lessons. The majority of the student teachers reported they had made an effort to understand the teaching process in terms of the principles and decisions that lay behind the procedures used by the teacher and the selection of a particular teaching strategy. The results show very high student teachers' involvement in some behavioural aspects of teaching, such as paying attention to learners' participation, and student teachers' most enjoyment in teaching their own lessons.

scholarly journals Effective Application of Maple Software to Reduce Student Teachers' Errors In Integral Calculus

2021 ◽  
Vol 4 (3) ◽  
pp. 64-78
Author(s):  
Emmanuel K.S. ◽  
Joshua K.S. ◽  
Alex O. ◽  
Leonard K.E.
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Simple Random Sampling ◽  
T Test ◽  
Control Group ◽  
Integral Calculus ◽  
Effective Application ◽  
Significant Difference ◽  
Experimental Group

This study explored the effective application of Maple software to reduce student teachers’ errors in Integral Calculus at Evangelical Presbyterian College of Education, Volta Region – Ghana. The study employed the quasi-experimental non-equivalent group design. Convenience and simple random sampling techniques were employed to obtain a sample of 80 students, which consisted of 40 students in the control group and 40 in the experimental group. Teacher-made Pre, -Post-Calculus Achievement Tests (CAT), and questionnaires were used to collect quantitative and qualitative data respectively. Descriptive, Independent samples t-test and paired samples t-test were used in analyzing the data. Descriptive error analysis revealed that students committed many conceptual, procedural and technical errors when solving Integral Calculus tasks. The results also indicated that there was a statistically significant difference between students of the experimental group exposed to the use of Maple software in learning integral calculus to the control group exposed to traditional methods. The researchers recommend Maple assisted instruction in the teaching and learning of Integral Calculus and also the need to employ a blended teaching approach, in which Maple software is used simultaneously with traditional teaching strategy.

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