scholarly journals Oral and written competencies at a transitional stage: A study of narratives from first-year student teachers´ self-evaluations

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 55-80
Author(s):  
Torhild Erika Hoydalsvik ◽  
Hilde Randi Osdal
Keyword(s):  
Student Teachers ◽  
Professional Education ◽  
Kindergarten Students ◽  
Initial Teacher Education ◽  
Full Time ◽  
Master's Students ◽  
Secondary Educators ◽  
Teachers Perceptions ◽  
Part Time Students ◽  
Norwegian Student

El artículo presenta un estudio sobre la comprensión de los estudiantes docentes noruegos de sus competencias orales y escritas en la educación superior, centrándose en los estudiantes en sus estudios iniciales de formación docente mientras se preparan para convertirse en maestros de escuela o maestros de jardín de infancia. El estudio busca una visión más profunda de las percepciones de los docentes estudiantes sobre su propio desempeño al cumplir los objetivos orales y escritos de la academía. El estudio incluye las siguientes categorías estudiantes de educación: estudiantes de medio tiempo a nivel de licenciatura que buscan enseñar kindergarten, así como estudiantes de kindergarten de tiempo completo y estudiantes de maestría de tiempo completo que buscan ser educadores de primaria y secundaria. Los hallazgos en este análisis de la experiencia de los estudiantes docentes, con respecto a las competencias orales y escritas expresadas en sesenta y siete narrativas, indicaron que experimentaron un alto grado de dominio de la competencia oral pero niveles más bajos para la competencia escrita. Además, los estudiantes lucharon con lo que describieron como expectativas ocultas o poco claras relacionadas con la producción de textos académicos. Sobre la base de los resultados de este estudio, los autores proponen una investigación adicional de las experiencias de los estudiantes en el dominio de las competencias lingüísticas. Estos hallazgos de Noruega tendrán paralelos a otros programas de educación en otras partes de Europa. The article presents a study concerning Norwegian student teachers’ understanding of their oral and written competencies in higher education, focusing on students in their initial teacher education studies as they prepare to become school teachers or kindergarten teachers. The study sought deeper insight into student teachers’ perceptions of their own performance in meeting the oral and written objectives of the academy. The study sample included the following categories of education students: part-time students at the bachelor’s level seeking to teach kindergarten, as well as full-time bachelor’s kindergarten students and full-time master’s students seeking to be primary and secondary educators. The findings in this analysis of student teachers’ experience, concerning oral and written competencies as expressed in sixty-seven narratives, indicated that they experienced high degrees of mastery for oral competency but lower levels for written competency. Further, students struggled with what they described as hidden or unclear expectations related to academic text production. Based on the findings of this study, the authors propose further investigation of students’ experiences in mastering language competencies. These findings on Norway will have parallels to other professional education programmes elsewhere in Europe.

scholarly journals Antecedents of Student Teachers’ Commitment to the Teaching Profession in Finland and Norway

2021 ◽  
Vol 41 (3) ◽  
pp. 261-278
Author(s):  
Eyvind Elstad ◽  
Kalle Juuti ◽  
Knut-Andreas Christophersen ◽  
Trond Solhaug ◽  
Are Turmo
Keyword(s):  
Student Teachers ◽  
Teaching Profession ◽  
Teaching Programme ◽  
Teachers Perceptions ◽  
Norwegian Student ◽  
Personalised Feedback ◽  
Teaching Implications

The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.

scholarly journals “I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature

2021 ◽  
pp. 217
Author(s):  
Jennifer Farrar
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Reader Identity ◽  
Primary Student ◽  
Literate Identities

Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al (2008) with in-service primary teachers in England, this project investigated the personal reading habits of more than 150 student teachers over a two-year period by capturing snapshots of their knowledge of children’s literature and perceptions of themselves as not only readers, but as readers of children’s literature, at various stages of their initial teacher education. Framed by understandings of literacy practices as socially and locally constructed (Barton & Hamilton, 1998) and of literate identities as fluid, contingent and plural (Moje et al., 2009), this paper also outlines how project findings linked to knowledge of texts for children and reader identity have informed the teaching and learning of children’s literature at university level.

scholarly journals New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review

2021 ◽  
Author(s):  
◽  
Susie Bassett
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Teacher Development ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Video Review ◽  
Wide Range ◽  
Practicum Experiences

<p>This qualitative study of 20 pre-service early childhood teachers investigated the students’ perceptions of their practicum experiences and views of the potential for video review use using two on-line surveys of Student Teachers (STs) in their second and third year of study in a New Zealand undergraduate three-year degree Initial Teacher Education Programme (ITEP). This study found STs perceived practicum as highly significant within their ITEP and value practicum opportunities to develop their knowledge and skills in the real-world context of ECE centres with children and within teaching teams. However, STs reported a wide range of perceived challenges indicating that the practicum is problematic at times. These challenges involve the establishment of relationships and communication, transparency of assessment practices, and STs’ agency. These issues appear interrelated and impact upon student teacher responses within, and perceptions of, their practicum experience. Students were ambivalent to the potential use of video review while also recognising the benefits to their teacher development. The findings of this study provide further evidence of the need to re-examine the traditional practicum model and to consider alternative approaches by ITEP’s including video review.</p>

scholarly journals New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review

2021 ◽  
Author(s):  
◽  
Susie Bassett
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Teacher Development ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Video Review ◽  
Wide Range ◽  
Practicum Experiences

<p>This qualitative study of 20 pre-service early childhood teachers investigated the students’ perceptions of their practicum experiences and views of the potential for video review use using two on-line surveys of Student Teachers (STs) in their second and third year of study in a New Zealand undergraduate three-year degree Initial Teacher Education Programme (ITEP). This study found STs perceived practicum as highly significant within their ITEP and value practicum opportunities to develop their knowledge and skills in the real-world context of ECE centres with children and within teaching teams. However, STs reported a wide range of perceived challenges indicating that the practicum is problematic at times. These challenges involve the establishment of relationships and communication, transparency of assessment practices, and STs’ agency. These issues appear interrelated and impact upon student teacher responses within, and perceptions of, their practicum experience. Students were ambivalent to the potential use of video review while also recognising the benefits to their teacher development. The findings of this study provide further evidence of the need to re-examine the traditional practicum model and to consider alternative approaches by ITEP’s including video review.</p>

scholarly journals ‘Human rights and democracy are not self-evident’: Finnish student teachers’ perceptions on democracy and human rights education

2021 ◽  
Vol 4 (2) ◽  
pp. 69-84
Author(s):  
Tuija Kasa ◽  
Matti Rautiainen ◽  
Mia Malama ◽  
Arto Kallioniemi
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Student Teachers ◽  
Professional Education ◽  
National Curriculum ◽  
Human Rights Education ◽  
Societal Change ◽  
Teachers Perceptions ◽  
Data Content ◽  
Literature Curricula

This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions. Earlier studies suggested that DHRE in Finnish teacher education is unsystematic, implicit, and dependent on the teacher’s individual interests. These studies highlight a sense of national exceptionalism, where DHRE is assumed to be self-evident. In 2019, we conducted a survey of student teachers (n=300) in one university. Data content analysis reveals that student teachers now see DHRE as relevant and timely, and by no means self-evident. Student teachers believe that DHRE needs to be explicit and part of their professional education. Although the Finnish national curriculum addresses DHRE explicitly, there is a lack of implementation and explicit DHRE teacher education. We contend that the data reflects societal change, and that the notion that democracy and human rights are self-evident needs to be challenged in Finland.

scholarly journals Engaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19

2021 ◽  
Vol 10 (7) ◽  
pp. 62
Author(s):  
Peter Tiernan ◽  
Jane O'Kelly ◽  
Justin Rami
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Online Teaching ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Learning Tools ◽  
Teachers Perceptions ◽  
The Impact ◽  
Teaching Pedagogies ◽  
Learning Data

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching. 

scholarly journals “I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

2020 ◽  
Vol 4 (3-4) ◽  
pp. 39-55
Author(s):  
Dr. Greta Björk GUDMUNDSDOTTIR ◽  
Ove Edvard Hatlevik
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Ethical Issues ◽  
Initial Teacher Education ◽  
Digital Information ◽  
Digital Competence ◽  
Local Schools ◽  
Information And Communication ◽  
Norwegian Student ◽  
Teachers Perspectives

The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

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