scholarly journals Exploratory Practice in the FL Teaching Methods Course: A Case Study of Three Graduate Student Instructors’ Experiences

L2 Journal ◽  
2015 ◽  
Vol 7 (2) ◽  
Author(s):  
Cori Crane
Keyword(s):  
Graduate Student ◽  
Teaching Methods ◽  
Methods Course

scholarly journals Multimodal Approaches for Heritage and Second Language Instructor Training

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 143
Author(s):  
Raychel Vasseur
Keyword(s):  
Second Language ◽  
Graduate Students ◽  
Graduate Student ◽  
21St Century ◽  
Teaching Methods ◽  
Heritage Language ◽  
Practical Experience ◽  
Methods Course ◽  
Instructor Training ◽  
Technological Tools

This piece explores the need to provide better training to graduate student instructors by first conducting a needs analysis of current graduate students and recent graduate students regarding their conceptualizations of writing, multiliteracies, and second (L2) and heritage language (HL) pedagogies. Based on this survey, it is evident that with just one teaching methods course as the typical training graduate student instructors receive it behooves us to implement innovative pedagogy in other ways to develop graduate students’ abilities to navigate new technological tools and reconsider how they can teach writing in the L2/HL courses. Based on previous research as well as practical experience, this paper discusses several approaches for training and preparing graduate students to reconsider their preconceived notions of what it means to learn to write in an L2 or HL to include more focus on multiliteracies and technological skills to prepare students for 21st century communication.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

Ramp It Up

2018 ◽  
Vol 45 (4) ◽  
pp. 302-311 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Jana Hackathorn
Keyword(s):  
Teaching Methods ◽  
Course Design ◽  
Methods Course ◽  
Front Face ◽  
Models Of Teaching ◽  
Term Retention ◽  
Long Term Retention ◽  
Introductory Class ◽  
Future Work

The introductory psychology (Intro Psych) course is the bedrock of the psychology major and the front face of our discipline. The class not only provides a foundation for students in the major but also provides a comprehensive portrait of the discipline for nonmajors. Despite a sizable body of research focused on pedagogy related to the introductory class, there are many questions that remain unanswered. We provide a comprehensive review of scholarship related to the Intro Psych course and discuss current practices and concerns related to textbook options, as well as teaching methods, course design, assignments to help students learn, and students’ learning outcomes. Finally, we provide five major suggestions for future work. We charge researchers to identify major bottlenecks to learning, design multisite studies, measure moderators of learning, assess long-term retention, and design/assess different models of teaching Intro Psych.

scholarly journals WHAT IT TAKES TO INNOVATE: THE EXPERIENCE OF PRODUCING AN ONLINE, REAL-TIME CASE STUDY

2019 ◽  
Vol 11 (4) ◽  
Author(s):  
James Theroux
Keyword(s):  
Real Time ◽  
Teaching Methods ◽  
Recent Attempt ◽  
The Internet ◽  
Case Method ◽  
Business Courses ◽  
New Type ◽  
The One ◽  
Instantaneous Distribution

The case method can be classified as a type of experiential learning because students treat the problem in the case as if it were real and immediate. Until the Internet there was no practical way for cases to actually be real and immediate. The Internet makes possible instantaneous distribution of cases, and it makes possible their creation in real time. This article describes a recent attempt to use the Internet to bring business reality to business courses, and to facilitate communication among instructors, students, and the case company. It explores the challenges and difficulties involved in producing a new type of case study, and it assesses the feasibility of doing so on a regular basis. The goal of the author is to stimulate a dialog about how the Internet can be used to move forward all of our teaching methods, but especially the one that is prominent in schools of business: the case method.

scholarly journals Reflections on Remote Teaching

2021 ◽  
Vol 19 (1) ◽  
pp. 47-54
Author(s):  
Daniel Jones ◽  
John Meyer ◽  
John Meyer ◽  
Jingyu Huang ◽  
Jingyu Huang
Keyword(s):  
Teaching Methods ◽  
Joint Institute ◽  
Traditional Lecture ◽  
The Future ◽  
Travel Restrictions ◽  
The Way

The COVID-19 pandemic has forced us to reconsider the way we teach our students. The inability of UK-based lecturers to deliver via traditional lecture-based courses in China (due to ongoing travel restrictions) has been an obstacle to overcome but also an opportunity to investigate innovative remote-teaching methods. Here we review a case study based on teaching three different year groups at the Jinan University - University of Birmingham Joint Institute during the early part of 2020. We reflect on how technology was used, draw conclusions and discuss potential opportunities for the future of remote-teaching.

scholarly journals Narrative Frames as a Course Evaluation Instrument

2018 ◽  
Vol 42 (1) ◽  
pp. 3
Author(s):  
Takaaki Hiratsuka
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Empirical Studies ◽  
Course Evaluation ◽  
Student Feedback ◽  
Methods Course ◽  
Written Feedback ◽  
Evaluation Instrument ◽  
Japanese University ◽  
Long Time

Although getting student feedback on courses via questionnaires has been practiced for a long time, empirical studies on the topic are not substantial enough, nor are alternatives adequately considered. This study introduces and evaluates an alternative qualitative instrument known as narrative frames, which uses prompts to stimulate written feedback. In order to investigate its feasibility, I collected data from 26 Japanese university students in an English Teaching Methods course. Findings suggest that these narrative frames served as a useful tool for eliciting the students’ experiences in the course, their impressions of it, and its impact on them. These findings led me, as the instructor of the course, to be able to critically reflect on its content. Pedagogical and research implications for the future use of narrative frames are provided. 学生による授業評価アンケートは教育改善のために必要な手段として長年定着しているが、それらに関する研究、またそれに取って代わる手段の議論は不十分である。本論では、質的研究手法の1つで、書き手の文章作成を助長するとされているナラティブフレーム（物語枠組み）を授業評価の手段として用い、その評価を行った。データは英語科教育法を受講した26人の大学生から収集した。結果、ナラティブフレームは授業評価手段としての機能を十分に果たし、学生の授業への印象や彼らが授業から受けた影響の詳細を明らかにできることが分かった。また、これらの結果内容は担当教員が授業を批判的に精査し、振り返り活動を行うことに役立った。本論では最後に、ナラティブフレームの使用、研究に関する提言を行う。

scholarly journals The Impact of Young Entrepreneurs’ Network Entrepreneurship Education and Management System Innovation on Students’ Entrepreneurial Psychology

2021 ◽  
Vol 12 ◽  
Author(s):  
Zeyu Wang ◽  
Run Tang ◽  
Xin Cheng
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Simulation Method ◽  
Professional Status ◽  
Traditional Teaching ◽  
Case Study Method ◽  
Scene Simulation ◽  
Test Result

The purpose of the study is to solve the problems existing in entrepreneurship education and management under computer technology. The teaching content of entrepreneurship education in colleges and universities is proposed. Since entrepreneurship education is practical, the auxiliary mechanism of entrepreneurship education also needs to be highly integrated with entrepreneurship practice. First, the network entrepreneurship teaching and management system is constructed, and students’ entrepreneurial creativity, communication ability, leadership ability, and qualities are taken as the research object. Second, the traditional teaching method, case study method, and scene simulation method are used to analyze and discuss the influence of the entrepreneurial teaching mode, entrepreneurial experience, and entrepreneurial ability on students’ entrepreneurial psychology. Finally, the questionnaire survey is used to conduct the relative sample t-test (Student’s t-test), and the influence of three teaching methods on students’ learning effects is analyzed. The influence of the three teaching methods on students’ entrepreneurial psychological states is further analyzed by the statistical method. The experimental results show that the test result of the scene simulation method and the traditional teaching method is 0.584, the test result of the scene simulation method and the case study method is 0.842, and the test result of the case study method and the traditional teaching method is 0.595. This shows that the scene simulation method has a significant impact on students’ entrepreneurial psychology and their entrepreneurial ability. In addition, students’ cognition of professional status significantly affects their entrepreneurial psychology and attitudes, and the correlation coefficient is 0.576. Therefore, it is suggested that colleges and universities should adopt the scene simulation method to improve the teaching quality of entrepreneurship education and strengthen students’ cognition of professional status and their entrepreneurial practice.

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

Exploring online study behaviors of adult learners: A case study focusing on teachers’ professional development program

2021 ◽  
pp. 204275302110582
Author(s):  
Ünal Çakiroğlu ◽  
Melek Atabay
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Development Program ◽  
Methods Course ◽  
Online Study ◽  
Study Behaviors ◽  
Program Characteristics ◽  
Teachers Professional Development

It requires a lot of energy to support the adoption of online learning by adult learners. Thus, the question of how online learning intersects with adult learning may provide meaningful pathways to understanding online learning per se. This study aims to understand the online study behaviors of teachers enrolled in an online Educational Technology Master’s program. This case study involved a Research Methods course, which was part of an online project for teachers. An online control list form and interviews were used as data collection tools. The results indicated that sharing, problem solving, product development, monitoring, and research were prominent activities that shape the study behaviors. While some of the behaviors in these activities indicated the reshaping of previous study behaviors, other behaviors newly appeared during the program. Characteristics of adult learners, online setting features, and the context of the projects were the main factors that influenced study behaviors. Finally, the implications for better online adult learning experiences are addressed.

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