scholarly journals Kunnskapsintegrasjon i praksis. Samvirke mellom kunnskapsområder i lektorstudenters undervisningspraksis og refleksjoner.

2018 ◽  
Vol 12 (3) ◽  
pp. 6
Author(s):  
Jon Magne Vestøl ◽  
Anne Kristin Dahl ◽  
Tove Seiness Hunskaar
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Knowledge Integration ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Classroom Teaching ◽  
Teaching Performance ◽  
Knowledge Domains ◽  
Nuanced Understanding ◽  
Knowledge Content

Denne artikkelen undersøker hvordan kunnskapsområder samvirker i lektorstu-denters undervisningspraksis og refleksjon over praksis. Hensikten med studien har vært å få en nyansert forståelse av hvordan kunnskapsintegrasjon framtrer i noen studenters praksisutøvelse og praksisrefleksjon. Artikkelen bygger på intervjuer med lektorstudenter og deres veiledere og observasjon av lektor-studenters undervisning og tilhørende før- og etterveiledning. Studien viser hvordan studenter utøver kunnskapsintegrasjon i interaksjon med elever og veiledere og hvordan de søker forankring for kunnskapsintegrasjon i pedagogiske perspektiver eller håndverkstradisjon.Nøkkelord: lærerutdanning, kunnskapsintegrasjon, koherens, praksiskunnskap, fagkunnskap, profesjonskunnskapKnowledge intergration in internship.Interaction between knowledge domains in student teachers’ teaching and reflectionAbstractThis study investigates how knowledge domains interact in student teachers’ teaching and reflection during internship. The aim of the study has been to provide a nuanced understanding of how knowledge integration emerges in some students’ teaching performance and reflection on their own teaching practice. Drawing on observations of classroom teaching and supervision as well as interviews with student teachers and their supervisors, the study demonstrates how knowledge integration takes place through interaction with pupils and supervisors, and how student teachers anchor their knowledge integration in pedagogical perspectives or in an understanding of teaching as craftsmanship.Keywords: teacher education, knowledge integration, coherence, practical knowledge, content knowledge, professional knowledge

Catchment and River Management in Graduate Teacher Education : A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal

2021 ◽  
Author(s):  
◽  
Gavin Edward Craig Heath
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Design Research ◽  
Teaching Practice ◽  
Environmental Knowledge ◽  
Pedagogical Content ◽  
Social Ecological Systems

This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum.

Developing a Need-Based Pedagogy of English Curriculum

2020 ◽  
Author(s):  
Vishwa Prasad Devupalli
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Research Study ◽  
English Language Proficiency ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
English Curriculum ◽  
Knowledge Content

This book is a research study, which deals with firstly, the English language proficiency levels of Pedagogy of English student-teachers and practicing government English teachers. Secondly, the knowledge base – pedagogical knowledge, content knowledge, and pedagogical content knowledge – the teachers should have. Thirdly, it reflects on the efficacy of the present preservice B.Ed. Pedagogy of English curriculum to address the needs of the student-teachers. Fourthly, the perceptions they hold regarding effective preservice B. Ed. Pedagogy of English, and finally, posit a Pedagogy of English curriculum based on the analyses to make the content more beneficial to Pedagogy of English student-teachers.

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 Graphs and their vertical and horizontal significance as possible indicators for assessing/evaluating student-teachers’ performance in the teaching skills of Art Education and their attitudes towards its implementations at Sultan Qaboos University

2013 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Mohammed Hamood Al-Amri ◽  
Yasser Mahmoud Fawzy
Keyword(s):  
Student Teachers ◽  
Art Education ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teacher Performance ◽  
Educational Process ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Evaluation Tools ◽  
Sultan Qaboos University

The current research aim at analyzing the teaching performance indicators in Art Education through developing assessment/evaluation tools of student/teacher’s teaching performance as visual forms in relation to graphs . It also aims at identify the contribution of these evaluation tools in following-up the level of growth indicators of student/teachers’ teaching performance and in monitoring their attitudes towards the use of graphs as indicators for assessing /evaluating teaching skills of Art Education in the preservice teaching practice course (Practicum). The implementation of the current study was conducted on a sample of 25†male and female students in their fourth-year of study at Art Education Department, Sultan Qaboos University. In this study the researchers used the descriptive and the experimental research methods. The results show the possibility of using of graphs as forms of visual significance which may be utilized as tools for assessing student performance in the art education teaching practice course. The results also showed positive attitudes towards the use of graphic drawings in the process of evaluating student/ teacher performance. The research concluded with some recommendations such as: developing the assessment and evaluation processes by using tools based on visual forms associated with the nature of art specialization; conducting further similar research in using graphs drawings in the process of assessment/ evaluation in other disciplines; examining its benefits in developing student/teacher performance in the educational process. 

scholarly journals Technology and ethnography – will it blend? Technological possibilities for fieldwork on transformations of teacher knowledge with videography and video diaries

Seminar.net ◽  
2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Clemens Wieser
Keyword(s):  
Teacher Knowledge ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Classroom Interaction ◽  
Personal Knowledge ◽  
Classroom Teaching ◽  
Knowledge Transformation ◽  
Knowledge For Teaching ◽  
Ethnographic Fieldwork ◽  
Stimulated Recall

Knowledge transformation drives changes in teaching practice. It takes place when a teacher mobilises personal knowledge for teaching. Technology can inform research on how knowledge transforms in practices of distancing from classroom teaching, and how a teacher draws on them to engage with a class. The paper introduces three fieldwork approaches that blend ethnographic fieldwork with technological possibilities: (1) Videographies of classroom interaction document practical educational knowledge of teachers and the orientations they use in classroom interaction. (2) Stimulated recall allows teachers to re-view classroom interaction. In talking about what has happened, teachers can present rationalisations of classroom events and explain how they addressed these events. Stimulated recalls also allow teachers to construct narratives in which they detail lived teaching experiences. Both stimulated recall and narratives document personal educational knowledge of teachers. (3) Video diaries allow teachers to tell stories from places outside of school, places in which they think about teaching and prepare for classes. There, teachers operate with self-technologies that scaffold the transformation of personal knowledge into practical knowledge. A conclusion outlines how data from these three technology-enhanced fields can be integrally analysed.

scholarly journals A web enabled video system for self reflection by student teachers using a guiding framework

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Siu Cheung Kong ◽  
Ronnie H. Shroff ◽  
Hing Keung Hung
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Video Recording ◽  
Teaching Quality ◽  
Curriculum Planning ◽  
Dual Function ◽  
Teaching Performance ◽  
Video System ◽  
Self Reflection

<span>To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self reflection by student teachers and the teaching supervisory role of teaching supervisors. This article reports on the development of a web enabled video system for encouraging student teachers to reflect on their teaching performance, using a guiding framework. The system enables student teachers to self monitor a video recording process during lessons in teaching practice, and make post-lesson self reflection without the constraints of time and location. Two key features are provided by the system to support student teachers and enhance the quality of reflection. One key feature is a guiding support for self reflection on teaching performance, using a four-dimension framework comprising curriculum planning and evaluation, pupils and pupil-teacher interaction, discipline and classroom management, and professional knowledge of teaching. A second key feature of the system is a 'video bookmark' function for the operationalisation of the reflective process.</span>

scholarly journals Student teachers’ views of their experiences in a Bachelor’s programme

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sene Van Heerden ◽  
Yusuf Sayed ◽  
Zahraa McDonald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Data Generation ◽  
Initial Development ◽  
Pedagogic Content Knowledge

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding.Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. Pedagogic content knowledge is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners.Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor’s degree programme.Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes.Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive and negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants’ experiences in developing their pedagogic content knowledge.Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.

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