La percepción de estudiantes de maestro de último semestre sobre la relación entre teoría y práctica en el prácticum

2019 ◽  
pp. 42-59
Author(s):  
Rocío Rodríguez Loera ◽  
Javier Onrubia
Keyword(s):  
Student Teachers ◽  
Practical Knowledge ◽  
Data Gathering ◽  
Study Data ◽  
Theory And Practice ◽  
Mentor Teachers ◽  
Structured Interviews ◽  
University Supervisors ◽  
Initial Teacher Training ◽  
Improve Theory

Practicum can be a fundamental space in order to improve theory-practice relationship in initial teacher training, when, from a reflective view, it aims to promote construction and re-construction of practical knowledge of student teachers. However, developing this kind of practicum is not easy. This paper analyses how student teachers in their last semester of training perceive actions addressed to connect theory and practice in their practicum. 15 student teachers of a Normal school from Zacatecas, Mexico, participated in the study. Data gathering was conducted through semi-structured interviews and focus group. Results confirm that student teachers perceive difficulties in order to connect theory and practice through their practicum. Two main issues are highlighted. First, the need to improve the processes of tutoring, assistance and feedback both by the students’ mentor teachers and university supervisors. Second, the influence of the criteria and procedures used to assess the student teachers.

How do Student Teachers Elicit their Mentor Teachers' Practical Knowledge?

2003 ◽  
Vol 9 (3) ◽  
pp. 197-211 ◽  
Author(s):  
Anneke Zanting ◽  
Nico Verloop ◽  
Jan D. Vermunt
Keyword(s):  
Student Teachers ◽  
Practical Knowledge ◽  
Mentor Teachers

scholarly journals Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities

2019 ◽  
Vol 8 ◽  
pp. 321-343
Author(s):  
Roba Danbi ◽  
Dereje Tadesse
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Education Institution ◽  
Structured Interviews ◽  
Institutional Conditions ◽  
Quantitative And Qualitative Research ◽  
Teacher Education Institution ◽  
The Government

This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.

scholarly journals Theory and practice: between dichotomies and relations in the formation of English teachers

2019 ◽  
Vol 9 (4) ◽  
pp. 720
Author(s):  
Paulo Boa Sorte ◽  
Nayara Stefanie Mandarino Silva
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
English Teachers ◽  
Point Of View ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
English Teaching ◽  
Service Programs ◽  
Practice Teacher

Many teachers in pre-service programs see knowledge about approaches, methods, and English teaching techniques – formulated and disseminated by specialists –  as distant from reality or impossible to be developed. In order to understand better this problem, this research aims to analyze what is meant by the terms "theory" and "practice" and the possible relationships between them in the context of pre-service English teachers’ development. From that point of view, it may be observed new and/or different views about how teachers are formed and how much this formation has prioritized contact with theories, practices, and their relationships. The theoretical bases are Freire ([1968] 2011), Rajagopalan (1984), Pereira (1988), Kincheloe (1997), Japiassu & Marcondes (2001), Pennycook (2010) and Vieira-Abrahão (2010). Data was collected through semi-structured interviews (Lüdke and André, 1996; RIZZINI, 1999). The results indicate that student teachers understand these conceptions as opposites and that, in many cases, these concepts are not completed or are difficult to complete, rejecting them as a unity. Keywords: Theory. Practice. Teacher Development.

Perceptions of Teacher Candidates' Experiences in Paired Placements

2016 ◽  
pp. 747-770
Author(s):  
Jeanine B. Jechura ◽  
Cynthia Diane Bertelsen
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Qualitative Inquiry ◽  
Mentor Teachers ◽  
Structured Interviews ◽  
Field Notes ◽  
Early Childhood Learning

This qualitative inquiry described the nature of paired placements within a revolutionary new teacher education program designed to prepare undergraduate teacher education candidates for employment in inclusive early childhood learning environments. The focus of this project, reflecting a Vygotskian lens, has emerged into a five-fold examination: to document the ways that pairs work together, to articulate the outcomes of pairings as contrasted with single arrangements, to identify the practices that make pairings successful or not, to examine the practice of pairing students from the mentor teachers' perspective, and to explore how collaboration between student teachers and mentor teachers lead to critical reflection about teaching. Data sources included semi-structured interviews with teacher candidates and cooperating mentors and teachers, observations and field notes. The site for this study was a university-based early childhood center.

Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching

2015 ◽  
Vol 46 (5) ◽  
pp. 559-598 ◽  
Author(s):  
Wil Oonk ◽  
Nico Verloop ◽  
Koeno P. E. Gravemeijer
Keyword(s):  
Student Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Mathematics Teacher Education ◽  
Theory And Practice ◽  
Analysis Instrument ◽  
Practice Problem ◽  
Theory Use

This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.

scholarly journals Insight Into Special Education Teachers’ Practices With Preschool Children in Saudi Arabia

2018 ◽  
Vol 10 (7) ◽  
pp. 73
Author(s):  
Faris H. Algahtani
Keyword(s):  
Saudi Arabia ◽  
Preschool Children ◽  
Special Education Teachers ◽  
Study Data ◽  
Academic Learning ◽  
Structured Interviews ◽  
Single Centre ◽  
Initial Teacher Training ◽  
Key Issues ◽  
Insight Into

Special educational teachers’ practices in a centre for children with intellectual disabilities in Saudi Arabia were shown to be influenced by the Islamic and Arab context together with differing understandings of disability and American-influenced treatments of what are seen as inappropriate behaviours. Knowledge of the interventions which teachers find useful and effective enables identification of potential improvements in educational services for preschool children. In this interpretive qualitative study, data were collected from semi-structured interviews with fifteen teachers in a single centre. Findings identified through thematic analysis of the data are presented in three main categories: play as intervention, structure, and behaviour improvement. Teachers emphasized the importance of correcting behaviour as a prerequisite for more academic learning, with some acknowledgement of a child’s need for freedom and growing interest in Montessori. Key issues of initial teacher training and professional development would be addressed by the adoption of a more child-centred approach may be more suited to an Islamic approach to childhood.

scholarly journals Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching

2016 ◽  
Vol 10 (2) ◽  
pp. 311-328 ◽  
Author(s):  
Fredrik Mørk Røkenes
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Research Approach ◽  
Structured Interviews ◽  
Digital Competence

Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactics

Perceptions of Teacher Candidates' Experiences in Paired Placements

2016 ◽  
pp. 1885-1909
Author(s):  
Jeanine B. Jechura ◽  
Cynthia Diane Bertelsen
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Qualitative Inquiry ◽  
Mentor Teachers ◽  
Structured Interviews ◽  
Field Notes ◽  
Early Childhood Learning

This qualitative inquiry described the nature of paired placements within a revolutionary new teacher education program designed to prepare undergraduate teacher education candidates for employment in inclusive early childhood learning environments. The focus of this project, reflecting a Vygotskian lens, has emerged into a five-fold examination: to document the ways that pairs work together, to articulate the outcomes of pairings as contrasted with single arrangements, to identify the practices that make pairings successful or not, to examine the practice of pairing students from the mentor teachers' perspective, and to explore how collaboration between student teachers and mentor teachers lead to critical reflection about teaching. Data sources included semi-structured interviews with teacher candidates and cooperating mentors and teachers, observations and field notes. The site for this study was a university-based early childhood center.

scholarly journals Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching

2020 ◽  
Vol 9 (3) ◽  
pp. 526-535
Author(s):  
Anita Triastuti ◽  
Mehdi Riazi
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
Practical Knowledge ◽  
National Curriculum ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Multiple Case ◽  
Organizing Principles

Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.

Perceptions on Job Requirements of LIS Graduates in Public Libraries: A Reflection on Public Libraries in KwaZulu-Natal, South Africa

Mousaion ◽  
2019 ◽  
Vol 36 (4) ◽  
Author(s):  
Mpilo Siphamandla Mthembu ◽  
Dennis Ngong Ocholla
Keyword(s):  
Work Experience ◽  
Computer Literacy ◽  
Industrial Revolution ◽  
Information Science ◽  
Public Libraries ◽  
Knowledge Society ◽  
Professional Services ◽  
Theory And Practice ◽  
Library And Information Science ◽  
Structured Interviews

Public libraries play a crucial role in the information and knowledge society. Their access and services in the fourth industrial revolution require review as well as the knowledge of the competency requirements for Library and Information Science (LIS) graduates to offer professional services. This paper presents the competencies LIS graduates require for work. It also seeks to examine the challenges they encounter in public libraries. The study is driven by the notion that a skills gap and a lack of training for LIS professionals are still daunting challenges in most public libraries. The post-positivism paradigm was employed through the triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and a survey were employed as research methods. The study scanned job advertisements in four newspapers spanning a three-year period (from January 2015 to December 2017). Semi-structured interviews were conducted with assistant directors and structured questionnaires were administered to LIS graduates. Grade 12, one to three years of work experience, computer literacy and communication skills are the most required competencies to work at public libraries. There seems to be no balance between theory and practice offered in most LIS schools, which suggests the need for curricula revision. Employed LIS graduates are facing several challenges, which include lack of practical exposure or knowledge, lack of qualification recognition and individual promotions, and lack of ICT skills and knowledge.

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