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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Student Teachers; Learning Strategies; Pretests Posttests; Lecture Method; Teaching Methods; Case Method (Teaching Technique); Preservice Teacher Education; Comparative Analysis
Abstract:
This paper investigates dynamics in approaches to learning within different learning environments. Two quasi-experimental studies were conducted with first-year student teachers (N[subscript Study 1] = 496, N[subscript Study 2] = 1098) studying a child development course. Data collection was carried out using a pre-test/post-test design by means of the Approaches to Learning and Studying Inventory. Study 1 compared a lecture-based learning environment with a student-centred learning environment. Results were opposite to the premise that student-centred instruction deepened student learning. Instead, the latter pushed students towards a surface approach. Study 2 investigated whether mixed learning environments consisting of lectures and case-based learning could enhance students' approaches to learning, compared to learning environments in which either lectures or case-based learning were used. Results showed that the deep and strategic approach decreased in the lecture-based, the case-based and the alternated learning environment, in which lectures and case-based learning were used by turns, while they remained the same in the gradually implemented case-based learning environment. With respect to the surface approach, the strongest decrease was found in the latter learning environment. In conclusion, this paper shows the added value of gradually implementing case-based learning. Nevertheless, it remains difficult to enhance the deep approach, monitoring studying, organised studying and effort management. (Contains 6 tables and 6 figures.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Action Research; Teaching Methods; Preservice Teacher Education; Role of Education; Electronic Learning; Content Analysis; Discourse Analysis; Teacher Educators; Distance Education; Educational Research; Educational Environment; Search Engines; Sustainable Development; Preservice Teachers
Abstract:
This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers' discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants' involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations. (Contains 4 tables.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Science Teachers; Indigenous Knowledge; Preservice Teacher Education; Science Education; Culturally Relevant Education; Cultural Influences; Rural Areas; Field Experience Programs; Land Settlement
Abstract:
In this paper, we build on growing conversations centered around indigenous knowledge and its parity with various ways of knowing nature including traditional ecological knowledge, indigenous ways of living in nature, a Japanese way of knowing "seigo-shizen," and Eurocentric sciences. We situate our discussion in Philippine postcolonial realities, where categorical boundaries are blurred, and any attempt to create culturally relevant preservice science teacher preparation will create confusions and tensions between/among/within above-mentioned discourses. The Philippines is a highly colonized country--physically, for more than 300 hundred years, and mentally, after our colonizers have long gone. The marks of colonization are still present in our consciousness, in our current local knowledge, and in our ways of living with nature. In the attempt to create a "third space" for culturally relevant science teacher preparation, tensions are highlighted and categorical boundaries are troubled. Where is science? Which one is indigenous or neo-indigenous? Which one is Filipino? Which one is foreign? Which one is ours? Which one is borrowed? These tensions and insights are highlighted through analysis of narratives drawn from interviews with and written outputs of prospective science teachers, as they attempted to make sense of the local knowledge of residents of a rural coastal village in the Philippines during Community Immersion, a community-centered, early field experience in science teacher preparation.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Preservice Teacher Education; Teacher Education Programs; Information Systems; Phenomenology; Course Content; Preservice Teachers; Educational Experience; Learning Experience; Virtual Classrooms; Interviews; Student Teacher Attitudes; Teacher Placement; Field Experience Programs; Supervisor Supervisee Relationship; Delivery Systems; Technological Literacy; Expectation; Distance Education; Educational Technology
Abstract:
Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided.
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