‘Identity work in a dialogic international teaching practicum’

Since the 1970s, international fieldwork has provided opportunities for small numbers of pre-service teachers to teach and learn in a culture different from their own. Research into this fieldwork suggests that pre-service teachers are positive about their experiences, although questions remain about the ethics underpinning some of these programs. This article reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors (authors of the essay) on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students. They then proceed to use more reflexive ethnographic methods to tease out the complex identity work undertaken by pre-service teachers and their mentors as they negotiate cultural, pedagogical, and ethical challenges.     

Design‐based Research: Case of a teaching sequence on mechanics

Design‐based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design‐based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching hypotheses. It includes grand theories, a specific theory that following Cobb, Confrey, diSessa, Lehrer, and Schauble is a “humble theory” in the sense that it does “real work”, and tools for design. In the second part, we will show how this specific theory and its tools led designers to develop teaching resources in the case of a teaching sequence on mechanics (Grade 10). We will explain how the components of the specific theory and tools guide the design at different levels; the conceptual structure of the teaching sequence, the chronology of the activities, the various choices of the type of activity and their wording. This presentation makes the bases of designing teaching resources explicit and therefore allows for scientific debate.     

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&;T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&;T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.     

Intercultural understanding through a ‘similar but different’ international teaching practicum

The ethnic and cultural diversity of many schools calls for teachers with well-developed intercultural understanding. Teacher education programmes have traditionally offered international fieldwork in bilingual settings to challenge ethnocentric attitudes to teaching. However, an international practicum in a ‘similar but different’ education system with English as the dominant language offers a different pathway, providing opportunities to deepen intercultural understanding and global education. This study investigates the impact of a three-week international teaching practicum in the American Midwest on two groups of Brisbane-based pre-service teachers in 2014 (n = 9) and 2015 (n = 4). Their reflective journals and reports indicate that international professional experience disrupts stereotypes and fosters global education and intercultural understanding. The paper presents key programme measures to promote intercultural understanding and concludes that the benefits of international teaching in a ‘similar but different’ education system are a nuanced understanding of cultural diversity and increased readiness for the classroom.     

Research on peer coaching in preservice teacher education – A review of literature

This study reviewed eight studies selected from the ERIC and Education Complete databases covering the years 1997 through 2007. The goals of this study were to identify similarities and differences of peer coaching and to examine its feasibility and challenges in preservice teacher education. The four similarities among the studies identified are (i) study participants, (ii) coaching relationships, (iii) coaching duration, and (iv) coaching strategies. The differences identified were in relation to the following four areas: (i) the purposes of peer coaching, (ii) the nature of the field-based experiences of the programmes, (iii) the training for peer coaching, and (iv) the effects of peer coaching. Peer coaching appears to possess unique advantages and have much value for preservice teacher education. How barriers to the comprehensive recognition of peer coaching could be eliminated in preservice teacher education is also discussed.     

Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum

Despite considerable attention given to mentoring in initial teacher education little is known about mutual perspectives in perceptions of students and mentors regarding assessment and how this affects the quality of the student's teaching. Perceptions of assessment during practicum might impede the learning dialogue during mentoring and affect the student's achievements. A comparative qualitative study was conducted in Norway, Israel and The Netherlands to examine how student teachers (74) and mentors (52) perceive good mentoring regarding assessment of practice teaching and the interplay between the two processes. A semi‐structured questionnaire was used to analyse the perceptions on assessment during the practicum appraisal. Findings indicate that mentors and students differ slightly on key aspects of assessment, but agree more in the way it is being applied. From an assessment point of view, the differences between mentor and students may lead to a different approach in advice or recommendation to improve teaching action across the three national borders.     

Research on “fortuitous” communication: A review

Summary In these two articles we have proposed a schematic theoretical model for the study of communication, one which subsumes both face-to-face and mass communication but is intended as an orientation to a general theory of mass communication. In addition we have used the model as a framework for a review of a part of the literature of mass communication and have attempted a brief assessment of the present state of our knowledge of the field. This paper presents one application of the authors’ conceptual model of the communication process published in the last issue of AVCR. Here they are attempting to order the existing research findings on “fortuitous” communication in relationship to their model. Malcolm S. MacLean, Jr., and Bruce H. Westley are assistant professors of Journalism, The University of Wisconsin.     

The impact of mergers in higher education on micro-level processes – a literature review

Amidst increased research on mergers in higher education, studies addressing micro level processes are scarce and fragmented across disciplines: our aim is to systematically review existing studies, providing implications for research and practice. We grouped 21 studies from different countries under four themes: academic identity and self-image; cultural integration; staff reaction; teaching and research. Timing, status of institutions and staff, and disciplinary cultures apparently affect post-merger micro-level processes. Policy reforms might indirectly address micro-level processes following a merger, for example in a change of academic identities. Few studies investigated the impact of mergers on teaching and research activities. Studying merger consequences for academic core activities is complex, requiring a longer perspective involving students, staff and quantitative indicators. Longitudinal design in further studies might investigate changes from different angles and for different staff groups and students, exploring country differences in micro-level processes, applying a comparative design. Despite limitations, our review might inform the planning of merger processes regarding reactions at micro level.

     

Building inclusive education on social and emotional learning: challenges and perspectives – a review

This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.     

Measuring scientific reasoning – a review of test instruments

Education systems increasingly emphasize the importance of scientific reasoning skills such as generating hypotheses and evaluating evidence. Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance.     

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research.     

An investigation of preservice early childhood teachers’ adoption of ICT in a teaching practicum context in Hong Kong

The research reported here investigated the use of information and communication technologies (ICT) by 15 Hong Kong preservice early childhood teachers (PSTs) who had completed a course regarding the use of ICT in early childhood settings as they participated in their first-year teaching practicum. The study examined the preservice teachers use of ICT and their ability to integrate ICT into their teaching practices. The research took place in 7 preschool settings across the Hong Kong Special Administration Region (SAR). The results indicated that preservice teachers used ICT mostly in the context of a teacher-directed approach to learning. The contexts allowed for few child-directed activities and very few child-initiated activities. Similarly, when the preservice teachers incorporated learning activities that used ICT, they initiated and directed most of the activities. The findings from this study indicate that school factors, such as school-level curriculum, ICT infrastructure, and the mentor-teacher’s teaching philosophy exerted a powerful influence on the way that preservice teachers were able to use ICT in their teaching practicum.     

Enhanced learning through design problems – teaching a components-based course through design

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled ‘learning through design’ is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.     

Student-teachers’ strategies in classroom interaction in the context of the teaching practicum

Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction and the multiple qualities of these strategies. The data were collected from 31 student-teachers during their teaching practicum through stimulated recall (STR) interviews focusing on challenging and empowering critical incidents that student-teachers chose from their video-recorded lessons. The results showed that in challenging classroom incidents, student-teachers applied predominantly reactive behavioural strategies, whereas in the empowering situations, student-teachers primarily employed proactive cognitive and behavioural strategies. Use of proactive cognitive strategies was typically associated with positive meaningful experiences; hence, they setting the stage for utilising a more diverse set of proactive strategies in the classroom. Implications for teacher education programmes providing student-teachers authentic learning opportunities that promote proactive strategies are discussed.     

One country,two cultures – a multi-perspective view on Israeli chemistry teachers’ beliefs about teaching and learning

This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers’ beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers’ drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers’ beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system.     

ADHD symptoms and the teacher–student relationship: a systematic literature review

This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.     

Reflections on Web-based language teaching

1.IntroductionRecentinformationtechnologicaldevelopments,especiallytheWorldWideWeb,haveprovidedapowerfulstimulusfortheproductionofarangeofelectronicmaterialsforeducationandthereforechangedthewayofeducationquitedramatically.ThemajorcontributionoftheWebisthewayinwhichinformationcanbeassessedandreviewed.Theuseofagraphical,coherentinterface,andtheuseofhyperlinksthatenableonetoassociativelybrowsethroughseriesofdocumentsprovideauser-friendlyfrontendtotheInternet.TheWebenablesanyuserthatisconnecte…     

Research on the teaching quality of compulsory education in China’s West rural schools

The paper has compared the quality of compulsory education of rural schools in West China with the counties, cities, and provincial capitals, and find out that there is a big gap between the quality of West rural and urban compulsory education, the quality of some grades of the rural primary schools has not achieved the basic requirement of the curriculum standards, the gap between the quality of junior high schools in rural and urban areas is relatively severe. The mean score and qualified rate in the subjects of Chinese, mathematics and English of West rural junior high students are distinctly lower than that of the urban and county schools. The main factor that leads to the bigger discrepancy between the urban and rural education quality mainly lies in the difference in the teaching force. Compared with urban schools, the teachers in rural schools is insufficient and poorly-trained, with less access to teachers’ professional development and support. The teaching quality in the West rural schools should be paid attention and improved in light of the rationale of educational equity.     

Powerful teaching in preschool – a study of goal-oriented activities for conceptual learning

This article reports on a small-scale investigation of how teachers organise goal-oriented learning in Swedish preschools. The revised Swedish curriculum (National Agency for Education 2011) highlights the need for children to develop their mathematics skills through activities that integrate play and learning. This study investigates how different types of activities contribute to children developing their understanding of the concepts ‘half’ and ‘double’. Three preschool teachers participated in a developmental project in which they conduct teaching in accordance with the Variation Theory of Learning. The pedagogical contexts they bring into being reveal important insights for early childhood education. The pedagogical context that can be realised in the planned activities limits or favours the learning process and the success of the theoretical aspirations for the session. This article discusses the idea of ‘teaching’ and how to facilitate conceptual development in a goal-oriented but child-centred practice. The main results show that play is central in early childhood education, and that problem-solving as a means for mathematics education needs to be problematised and used with sensitivity to the children's intentions and perspectives.