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- Constructing a Blended Learning Environment for Teacher’s Education: From Theory to Praxis
- Pre-Service Primary School Teachers’ Reflective Writing about the Implementation of Project-Based Learning During Their School Teaching Practice
- Novice Teachers’ Classroom Management Self-Efficacy Beliefs Şükran Tok stok@pau.edu.tr Türkay Nuri Tok
- Developing a Professional Learning Community in a Greek Primary School: Identifying the Obstacles (Action Research Study)
- The Evaluation of the Adult Educators That Participate in Those Educational Programs for Immigrants
- Supporting Sustainable Innovation of the Teacher Education Curriculum Using Open Educational Resources and Deliverables Developed for EU Educational Technology Projects
- Cognitive, Affective and Psychomotor Patterns of Pre-Service Teachers’ Learning Experiences with Teachers
3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 172 Constructing a Blended Learning Environment for Teacher’s Education: From Theory to Praxis Stavroula Antonopoulou santwno@hotmail.com Today many in-service teacher training programs have taken a digital turn to the use of e- learning environments. Due to an increasing demand for geographic distribution and constant time constrains of professional teachers, e-learning programs are considered an inexpensive solution. By changing the medium through which learning takes places, many issues are raised, like educational design and digital teaching practices. Our presentation will focus on such issues by studying a training program designed in Greece for language teachers of secondary schools. This program was based on a blended approach, which is a combination of distance e-learning activities with in-person sessions, and was designed to accommodate collaborative and constructive learning activities. Our presentation has a dual aim: Firstly, to briefly describe the pedagogical design of this program, in order to be in line with the basic principles of adult education, digital learning communities and constructivist learning theories. Secondly, we will focus on the “recontextualisation” of this design; how it was realized in a specific digital environment with its specific affordances, and how social actors enacted their identities while a community of learners was being constructed through time. On that line, it will be mainly focused on the issue of learning through asynchronous communication. How can collaborative practices be held through written communication and what is the role of the trainer? What are the stances of teacher trainees against this model of learning, and what is the role of their professional identity to the learning outcome? We will try to shed light on those issues by using data from two parallel training programs of secondary school language teachers regarding ICT implementation on everyday lessons. Our approach is based on the principles of online ethnography (online observation, collection and analysis of written/spoken artifacts), in combination with interviews and quantitative data from questionnaires. Analysis is based on the theoretical tools of (critical) discourse analysis, with a main focus on the identities of social actors as enacted through their use of written/spoken language. Results show that teacher trainees at first resist to the collaborative learning model of the training program, as frontal teaching is prominent on their current professional identities. Gradually and through everyday asynchronous collaboration, not only do they change their stance against the program, but they tend to implement constructivist practices on their own teaching. Keywords: digital learning, blended approach, educational design, in-service training, language teachers, digital ethnography 3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 173 Pre-Service Primary School Teachers’ Reflective Writing about the Implementation of Project-Based Learning During Their School Teaching Practice Stavroula Kaldi kaldi@uth.gr Styliani Zafeiri Teachers’ reflection of the teaching and learning process can act as a medium to assess the effectiveness of teaching (here in terms of obtaining the teaching aims and pre-determined learning products as well as of evaluating the process which can lead to the aimed learning products) and to provide ground for teacher professional development. It can be categorized as reflection before, during and after the teaching process and uses critical thinking. Previous research on teacher reflection has indicated that reflecting before, during and after teaching can create teacher motivation to think critically, to analyze their experiences and develop as professionals. For teachers to be able to reflect on teaching they should be adequately prepared regarding reflection during their undergraduate courses. The present study aimed to identify the characteristics of pre-service primary school teachers’ reflective writing about the implementation of project-based learning (P-BL) during the final semester school teaching practice course of their undergraduate studies. Reflecting on child-centered teaching and learning approaches appears to be scarce in the literature. The methodology applied in the present study is qualitative in terms that it used analysis of the written reflection which was produced by undergraduate pre-service teachers. The participants were fifty student teachers (38 female and 10 male) aged between 21 and 22 years in the final semester (8 th ) from an undergraduate primary school teacher education course. During that semester student teachers of the specific course take on the responsibility of planning and teaching for ten consecutive teaching days. One of their duties is planning and implementing project-based learning in the class lasting about ten teaching hours. At the end of the school teaching practice component of the 8 th semester, student teacher hand in a teaching portfolio which includes, among other, their written reflection on the implementation of P-BL in primary school classrooms. The data used in the present study included student teachers’ reflective writing based on three axes: (a) teaching tasks, (b) learning tasks and student involvement and (c) future implementation. The analysis revealed different modes and themes of reflection in student teachers’ writing. Student teachers attempted to reflect in an explanatory way rationalizing the events. Moreover, the themes developed indicated student teachers’ attempts to think critically after the implementation of child-centered teaching. The present study contributes to the knowledge base on the reflective writing of pre-service teachers concerning child-centered teaching approaches. Keywords: pre-service teachers, reflective writing, project-based learning 3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 174 Novice Teachers’ Classroom Management Self-Efficacy Beliefs Şükran Tok stok@pau.edu.tr Türkay Nuri Tok According to Bandura (1997, 80) teacher efficacy is “the outcomes of cognitive process in which people construct beliefs about their capacity to perform at a given level of competence”. Specific domains of teacher self-efficacy that have received previous research attention include student engagement, instructional strategies, and classroom management (Tschannen-Moran & Hoy, 2001; cited in Bullock, Coplan & Bosacki, 2015). Effective classroom management is critical in the establishment of learning environments that promote academic success (Rosas & West, 2010). Lundeen (2004) investigated what the perceived problems of new teachers in their first year were. The analysis provided two emerging categories for individual and group problems; classroom management and discipline problems and adult relationship and interaction problems (cited in Öztürk & Yıldırım, 2013). More experienced teachers tend to have higher teacher efficacy for classroom management as compared to novice teachers (Klassen & Chiu, 2010; Putman, 2012) (cited in Bullock, Coplan & Bosacki, 2015). Gonzalez, Brown and Slate (2008) found that one of the primary factors for teachers leaving the profession was “difficulties with student discipline” (p.1) (cited in Rosas, West, 2010). Giallo and Little (2003) reported that teachers who were perceived to have high classroom management self-efficacy were more effective in dealing with severe and unmanageable behaviors of their students than teachers who were perceived as having a lower sense of self-efficacy in behavior management (cited in Abu- Tineh, Khasawneh, Khalaileh, 2011). This study aims to determine novice teachers’ classroom management self-efficacy beliefs as well as to what extent these beliefs change according to independent variables. Specifically, the following research questions were investigated: 1. What are the novice teachers’ classroom management self-efficacy beliefs?, 2. Do the beliefs of the novice teachers differ according to gender, age, educational background, branch, and teaching experience? This research which aims to determine novice teachers’ classroom management self- efficacy beliefs is a general survey type research. The participants of the working group are 100 novice teachers on duty in their first year in the Hatay Province in Turkey. In this research classroom management self-efficacy beliefs scale, developed by Çetin (2013) has been used. Cronbach Alpha internal consistency parameter for the scale is .81. In the analysis of data, frequency, mean, standard deviation, one-way variance analysis (ANOVA) and independent samples t-test will be used. Findings will be present after the analysis of data. Keywords: Novice teacher, classroom management, classroom management self-efficacy beliefs. 3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 175 Developing a Professional Learning Community in a Greek Primary School: Identifying the Obstacles (Action Research Study) Theologia Avdelli tavdelli@yahoo.com Professional Learning Communities (P.L.C.) are developed when school teachers systematically and continuously collaborate in order to learn from each other, to critically examine their practices, to explore new teaching strategies and finally to improve their professional effectiveness for the benefit of all of their students. However, research in Greece stresses that teachers’ collaboration is focused mainly on procedural matters and not on teaching and learning. Furthermore, even though there are some Greek Primary Schools (G.P.S.) where teachers are improving their professional learning collaboratively, this occurs sporadically and inconsistently. Considering the above observations the question, “Which are the factors that prevent the development of P.L.C. in G.P.S?” emerges. Thus, aim of this action research project is to identify factors that set barriers to teachers’ collaborative learning and the growth of P.L.C. in a particular primary school, through observation of everyday school life, informal discussions with colleagues & parents, analyses of governmental & teachers’ union documents and minutes of meetings. The action research is taking place between the school years 2012 - 2015, in an urban primary school with 9 permanent and 9 supply teachers, and 148 students. During this period the writer of this abstract is the head teacher of the school and has no previous knowledge about its function, staff, students and social environment. Therefore, the first year of the research was dedicated to understand the school culture and climate, the range of teachers’ collaboration, and the relationship between all members of the school community. The second year was committed to form P.L.C. so that the teachers through collaborative learning to accomplish the self-evaluation of the school’s provided education following governmental decrees, orders and instructions. As this effort failed, the third year was allocated to form P.L.C. to facilitate collaborative learning upon educational issues that teachers identified as significant for the school’s function and the development of their professional skills. The first results out of this inquiry highlight that two categories of factors prevent the development of P.L.C. in G.P.S. The first category describes external factors such as; the institutional framework of school’s function, the institutional teachers’ obligations and duties, the institutional powerlessness of head teacher to provide teachers with motivation for changes, and teachers’ union opinions and attitudes towards educational changes and innovations. The second category portrays internal factors such as; the school’s climate, teachers’ previous experience on collaborative learning, teachers’ attitudes and habits concerning their job, the phase of teachers’ personal life and the school’s parents’ opinion about the function of the particular school. Future quantitative and qualitative research inquiries are needed in order to investigate in depth the lack of collaborative learning in G.P.S. Keywords: Professional Learning Community, Collaborative Learning, Teachers' Professional Development 3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 176 The Evaluation of the Adult Educators That Participate in Those Educational Programs for Immigrants Thomaitsa Theodorakopoulou t.thomaitsa@yahoo.com The adult educators who participate in the lesson courses and the Odysseas program have to correspond to a set of criteria for their approval. Odysseas is an educational program which refers to "Education of immigrants in Greek language, Greek history and Greek culture - ODYSSEAS' addressed to EU citizens and third -country nationals irrespective of their origin, from the age of 16 years and older who are legally resident in Greece. The purpose of the course is for the students to acquire the linguistic skills and practices social and intercultural skills required for social inclusion of themselves and their families. In Europe, if the adult educators do not fulfil the criteria, they can participate in an advanced training measure in order to obtain additional qualifications. A further evaluation of the teachers is therefore not necessary. Given that professional training represents an important factor in teaching processes by which teachers and lecturers grow to be readier to respond to all challenges of their profession, the Education Agency and the Vocational and Adult Training Agency systematically carry out professional training programs, conduct expert-pedagogical supervision and deliver seminars/workshops for the education system personnel, including teachers and lecturers working with immigrants. In Greece the valuation of adult educators is not provided such as advance learning. However, the adult educators holding the language courses and the civic education are accredited by the Ministry of Education. The accreditation is based on the teacher’s expertise in the language (bachelor or master required) or in the citizenship training (a special national teacher training course is offered) and on his/her pedagogical competence. In this paper, we are going to focus on the differences that are mentioned between the adult educators in Greece and in the other European countries as far as it concerns their evaluation and the way they obtain more qualifications if it is necessary. Keywords: adult educators, evaluation, qualifications 3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 177 Supporting Sustainable Innovation of the Teacher Education Curriculum Using Open Educational Resources and Deliverables Developed for EU Educational Technology Projects Ton Koenraad ton.koenraad@gmail.com As testified by papers presented at international conferences on ICT in (teacher) education (see e.g. the Proceedings of the Society for Information Technology & Teacher Education, 2013 & 2014) organizations for teacher education appear to be increasingly adopting curriculum approaches based on (national) standards and the TPACK model (Technological Pedagogical and Content Knowledge (Mishra & Koehler, 2006)). At the same time papers documenting the challenges teacher education institutes face in the implementation of such approaches keep appearing (e.g. David & Loveless, 2011; Polly, Mims, Shepard & Inan (2010)) The present author contributed to this theme with some case studies describing the implementation process of the national e-competences standards for teachers in the faculty of Education of a Dutch University of Applied Sciences (Koenraad & van der Hoeff, 2013). Among others it was concluded that the speed at which new technologies became available and the consequent lacked of researched & documented pedagogical approaches and materials impact negatively on teacher educators’ feelings of efficacy in the ICT domain. In this paper, we suggest that the further development of explorative and research driven elements in technology and education courses could help to provide a sustainable approach to address this issue and keep the teacher education curriculum up to date and student-centered. We also claim that using Open Educational Resources and specific deliverables developed for innovative EU projects (Koenraad, 2014) can greatly help to implement the proposed approach. To illustrate our experiences we will present a number of innovative EU projects related to interactive classroom technologies and digital video in the language learning domain and report how activities and methodologies based on their content and facilities can be developed. Keywords: Teacher education, ICT, ICT standards, e-competences, curriculum development, innovation 3 rd ISNITE 2015 International Symposium’ ‘New Issues on Teacher Education’ ‘September 11-13, 2015, University of Thessaly, Volos-Greece 178 Cognitive, Affective and Psychomotor Patterns of Pre-Service Teachers’ Learning Experiences with Teachers Tuba Acar Erdol tubaacarerdol@nevsehir.edu.tr Ergin Erginer Aysun Erginer The purpose of the present study is to identify cognitive, affective and psychomotor factors involved in the learning experiences with teachers for pre-service teachers. Designed as a phenomenological study, an analysis was conducted on the cognitive, affective and psychomotor factors of learning experiences that pre-service teachers had with their teachers, and relevant patterns were identified. To that end, the conceptual framework of the study was shaped by the question of what cognitive, affective and psychomotor implications emerged as a result of the positive/negative learning experiences pre-service teachers had with their teachers. The sample contained a total of 748 pre-service teachers, and the data were collected through a data collection instrument devised by the researchers. These data involved the views of the pre- service teachers on the characteristics of their experiences. The pre-service teachers uploaded the data to the measuring instrument that the researchers had identified on Google Drive. The data were on the pre-service teachers registered for the Pedagogical Formation Certificate Program offered by Nevsehir Haci Bektas Veli University during the Spring Term of the 2014-2015 Academic Year. These data were then subjected to a content analysis, and the emerging patterns were schematized via “Kidspiration”. The analysis of the findings is still underway, though preliminary findings suggest some implications. In an incidence of a successful and ambitious student overpraised by the teacher, one of the pre-service teachers noted that such an approach would lead to cognitive damage in the student in the future. As an affective implication, the participant reported that they would regret such an experience; however, they did not make reference to any motoric actions. Regarding the satisfaction of their developmental needs by the teacher, the participant believed that such an experience would convey a favorable impression on their cognitive skills. An affective implication of this, as he/she reported, would be happiness. However, he/she did not make reference to a motoric action in the event of such an experience. This study will hopefully make a significant contribution to the literature on teacher education once all its findings have been documented. Keywords: Teacher education, phenomenology, cognitive/affective/psychomotor pattern Download 5.07 Kb. Do'stlaringiz bilan baham: |
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