Constructing constructivism: how student‐teachers construct ideas of development,knowledge, learning,and teaching

This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner.     

Trainee teachers’ experiences of teaching practicum: Issues,challenges, and new possibilities

Abstract

This paper focuses on a qualitative case study concerned with teaching practicum as a pivotal component of teacher education in Malawi. It addresses some of the issues and concerns associated with workload, ill-defined mentoring support, and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for authentic school – college partnerships, improved structures of school-based professional support, and a deeper awareness of the complexity of learner-centred pedagogy. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Malawi.     

Measuring student teachers’ practices and beliefs about teaching mathematics using the Rasch model

Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. “Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers”. Research in Education 75 (1): 58–70]. One of the reasons for measuring both beliefs and practices is to characterize teachers in terms of the relationship between their beliefs and practices. However, the practice-instruments and the beliefs-instruments discussed in the literature are predominately based on differing constructs. Consequently, it is challenging to compare the relationship between beliefs and practices solely based on these instruments. As such, we argue that practice- and beliefs-instruments based on the same construct would be desirable when both beliefs and practices are at stake. This paper presents two Rasch-calibrated instruments that measure the level of teacher-centredness with respect to student teachers’ practices and beliefs about teaching mathematics. From a sample of 160 student teachers, 15 items have been established as being beneficial for measurement, both when the items are translated as practice items and when translated as beliefs items. By studying the invariance between both translations, we conclude that measures from both instruments can be directly compared.     

Becoming a teacher: student teachers’ experiences and perceptions about teaching practice

In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of weariness and ‘vulnerability’), as well the positive perceptions of these student teachers regarding their growing knowledge and skilfulness, as well as their sense of efficacy, flexibility and spontaneity in their performance and interactions. Their perception of their accomplishments in achieving reasonable levels of acceptance and recognition within the school community and their positive evaluation of the guidance and support provided by their supervisors are also emphasised. Differences were found – in terms of gender and graduate course background – in the way these student teachers experienced some aspects of teaching practice.     

Irish student teachers’ beliefs about self,learning and teaching: a longitudinal study

This paper explores the beliefs about self-as-teacher, learning and teaching of preservice elementary teachers during a three-year undergraduate programme. Using a qualitative grounded theory analysis, the study examined the initial beliefs or personal theories of 27 preservice teachers during their first Semester. Longitudinal data were gathered from 7 of these students over the three-year duration of their teacher education programme through iterative interviews and reflective journal analysis. The findings demonstrate expansion in preservice teachers’ understandings of the teacher’s role, the value of reflective practice, the differential needs of learners and approaches to pedagogy. Findings point to lacunae in preservice teachers’ capacity for critical reflective practice and demonstrate how classroom management concerns can cause preservice teachers to adopt more cautious and traditional pedagogical approaches, despite their espoused commitment to child-centred principles.     

A comprehensive model covering prospective teachers’ technology use: the relationships among self,teaching and learning conceptions and attitudes

ABSTRACT

This study was conducted to propose and examine a comprehensive model embracing prospective teachers’ beliefs about self, teaching and learning conceptions, and attitudes towards using instructional technologies. Prospective or inservice teachers’ beliefs (from central to peripheral) and attitudes may empower the support of teacher training related to using instructional technologies. Participants were 1208 Turkish prospective teachers from five different universities who participated voluntarily and were selected using convenience sampling. Structural equation modelling analysis showed that prospective teachers’ beliefs about the autonomous self and autonomous–related self positively related to both their constructivist beliefs about teaching and learning and attitudes towards using instructional technologies, whereas the same beliefs negatively related to traditional conceptions of teaching and learning. Moreover, participants’ constructivist beliefs about teaching and learning positively predicted their attitudes towards using instructional technologies. Furthermore, their beliefs about related self positively and unexpectedly predicted their constructivist conceptions and attitudes. Implications are presented considering these results.     

Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices.     

Technical college teachers sharing their knowledge: does leadership,institutional factors or barriers predict their practices?

This study determines the preferable leadership practised by colleges’ directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors’ viewpoints on knowledge sharing factors and barriers. The study also interviewed four teachers in exploring college directors’ leadership practices and issues faced while sharing their knowledge and experiences with their colleagues. The findings revealed that technical college teachers favoured enabling others to act as a preferable leadership practice that empirically supports their knowledge sharing practices. Thus, reward system and culture were antecedents and significant predictors for teachers’ knowledge sharing practices in technical HLIs compared with their colleges directors’ transformational leadership practices. Teachers also highlighted that their directors provide affirmative responses concerning the knowledge sharing activities; thus, practising their roles as a knowledge sharing catalysts. However, lack of support from the management, micro-politics and teachers’ own negative perceptions were identified as challenges and constraints teachers encountered while sharing their knowledge with their peers. The findings put forward some suggestions for improvement on technical college’s knowledge sharing practices.     

Assessment for learning and Teacher Learning Communities: UK teachers’ experiences

In this paper, I explore the experiences of secondary teachers in four London schools [UK] who participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The claim for these communities is that they lead to sustained improvements in teaching and learning, where the following design principles are adhered to: where leaders respect and value a need that has been identified by participants as of importance to themselves; they are school-based and integral to school operations; there is teacher collaboration; and there is input from within and beyond the school to support teachers’ theoretical as well as practical learning. The findings from this research project suggest that Teacher Learning Communities’ benefits were compromised specifically: where they were imposed on teachers; where they were not accommodated sufficiently within other school commitments; where leaders were too directive; where meeting formats were adhered to inflexibly; and where practice was emphasized at the expense of theories. My conclusion is that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply.     

Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play?

In this study we examine the factors that lead educational programs to achieve their outcomes, in this case helping participants to improve their teaching through becoming more learning-centered and reflective practitioners. In comparing the results from programs with similar aims with evidence from our program we find teachers’ pedagogic environment to play a critical role in influencing transfer of program knowledge into participants’ teaching. A synthesis of results from our and other programs suggests that engaging participants in action research can be an effective way to help participants to overcome barriers in their pedagogic context. Systematic support of participants through coaching appears as another element important for participants’ success. These tools can help to enhance both participants’ thinking about teaching and their daily pedagogic practice.     

From curriculum to practicum: Arab and Jewish trainees’ perceptions of college preparation for teaching

The current pilot study aimed to evaluate the perceptions of Arab and Jewish teacher trainees regarding the impact of variables on preparation for teaching. This study included 314 participating teacher trainees from two colleges in Israel. One hundred forty-eight (47.1%) of them studied in a Hebrew-speaking college and 166 (52.9%) students studied in an Arabic-speaking college. The questionnaire employed 66 items divided in ten variables: curriculum, lecturer quality, learning strategies, pedagogical instructor and mentor teacher, learning and social climate, ICT integration, college selection considerations, facilities, and practicum. Path Analysis findings indicated a direct impact of curriculum on practicum, while all mediating variables were influenced by curriculum, but did not influence practicum. Teacher trainees from both colleges perceived the pedagogical instructor and mentor teacher as the most significant factor connecting curriculum and practicum. In conclusion, findings may suggest the existence of a separation between curriculum and practicum, resulting in a large number of components of teacher education which do not advance teacher trainees in the field.     

Podcasting in higher education: What are the implications for teaching and learning?

A podcast is any digital media file, or series of files, distributed over the Internet for playback on portable media players and personal computers. This study explored the attitudes, perceptions, and use of podcasting as reported by instructors and students at a large American Midwestern university. The results of two online surveys were examined, focusing specifically on items related to teaching and learning. Findings suggest that students use podcast materials largely for reviewing concepts and issues raised in lectures that they have previously attended. While instructors and students agree that podcasts help students learn, students are less sure about whether podcasts improve instructors' teaching. The authors argue that podcasts can help instructors change face-to-face instruction from traditional didactic lectures to more constructivist learning practices.     

International perspectives on student awareness,experiences and perceptions of research: implications for academic developers in implementing research‐based teaching and learning

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.

Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1^er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1^er cycle au sein de leur institution.     

Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn?

Cultural Studies of Science Education - This commentary reinterprets the findings of Macalalag, Johnson, and Lai’s study in terms of the substantive content of and ways of initiating...     

Bounded decision-making,teachers’ reflection and organisational learning: How research can inform teachers and teaching

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.     

What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science

In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education.     

Testing the Consensus Model: relationships among physics teachers’ professional knowledge,interconnectedness of content structure and student achievement

ABSTRACT

The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Teaching and learning in science series. Re-examining pedagogical content knowledge in science education (1st ed., pp. 28–42). New York, NY: Routledge). The Consensus Model proposes a potential powerful framework for the relations among teachers’ different professional knowledge bases, but to date it has neither been investigated empirically nor systematically. In this study, we investigated the relationships suggested by the Consensus Model among different aspects of teachers’ knowledge and skill. A sample of 35 physics teachers and their classes participated in the investigation; both teachers and their students in these classes took paper-and-pencil tests. Furthermore, a lesson taught by each of the teachers was videotaped and analysed. The video analysis focused on the interconnectedness of the content structure of the lesson as representation of the in-class actions of the teachers. The interconnectedness is understood as a direct result of the application of professional knowledge of the teachers to their teaching. The teachers’ knowledge showed no significant influence on the interconnectedness of the lesson content structure. However, the results confirmed the influence of interconnectedness and certain aspects of professional knowledge on students’ outcomes. Therefore, interconnectedness of content structure could be verified as one indicator of teachers’ instructional quality.     

Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature

Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26 relevant research articles. Four domains of competence were identified: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning and competences in professional learning. The literature focuses on teacher educators’ competences in using technology for teaching. Research on the competences that teacher educators need and have as second-order teachers is lacking. Recommendations for future research are discussed.     

What counts as science? Expansive learning actions for teaching and learning science with bilingual children

Cultural Studies of Science Education - Science education should help children acquire sophisticated understandings about science, how it is done, and how they can be scientists. Consequently,...     

Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study

We investigated a theoretical model including an instructional intervention and systematic processing to account for change in preservice teachers’ epistemological beliefs about teaching and learning in mathematics. General and subject-specific epistemological beliefs and systematic processing were assessed in 161 preservice teachers, randomly assigned to an experimental group whose epistemological beliefs about mathematics were activated and challenged through augmented activation and refutational text or to a control group who read a traditional expository text. The model was partially supported. The treatment group receiving the instructional intervention demonstrated greater change in implicit epistemological beliefs than the control group, and partial support for systematic processing as a mediator of the relationship between general epistemological beliefs and change in specific epistemological beliefs was obtained.