A description of New Horizons Band assistants’ perceptions and experiences

The purpose of the current study was to describe the perceptions and experiences of New Horizons Band assistants in terms of learning, skill transfer and pedagogical preparation. The participant population for this study was 35 past student teacher-assistants from three New Horizons bands, one in Texas, one in Florida and one in Virginia. There were ten open-ended items on the questionnaire that asked about student assistant perceptions and experiences. Participants noted the growth they experienced from serving as a band teaching assistant in a New Horizons programme, describing their appreciation for lifelong learning, exposure to the complexity of how to teach to a variety of learners, and experience with the challenges of pacing with adults and blunt feedback from programme participants. The article concludes with a discussion of possible collegiate preparatory experiences that could broaden the teacher training experience for college programmes.

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Student Teacher Training

Journal of Education for Business ◽

10.1080/08832323.1956.9958932 ◽

1956 ◽

Vol 31 (8) ◽

pp. 382-382

Author(s):

Ellen C. Mulgrew

Keyword(s):

Teacher Training ◽

Student Teacher

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Using Flip Cameras To Activate Reflection And Collaboration On Initial Teacher Training Diploma In Teaching In The Lifelong Learning Sector (DTLLS) Courses

Teaching in Lifelong Learning a journal to inform and improve practice ◽

10.5920/till.2013.4232 ◽

2013 ◽

Vol 4 (2) ◽

Keyword(s):

Teacher Training ◽

Lifelong Learning ◽

Initial Teacher Training

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Mentoring Teacher Assistants to Use Online Tools

Language Learning and Literacy ◽

10.4018/978-1-5225-9618-9.ch036 ◽

2020 ◽

pp. 701-715

Author(s):

Grisel M. Garcia Perez

Keyword(s):

Teacher Training ◽

Communities Of Practice ◽

Teaching Assistants ◽

Practice Theory ◽

First Year ◽

Reflective Inquiry ◽

Teacher Assistants ◽

Use Of Technology ◽

Online Tools ◽

Reflection On Action

This chapter indicates how a group of Teaching Assistants (TAs) was trained in the use of technology to help students enrolled in large first year Spanish classes excel in learning of Spanish as a foreign language. Framed by the Communities of Practice theory proposed by Wenger (1998), this study supports the theory that by examining their practices, trainees may become more effective in what they learn. Six TAs participated in the study and their reflection-on-action logs were examined and compared to the trainer's personal observations. Interpretation of the results was then carried out by comparing parallel and dissimilar ideas which were then used as focus for discussion. Outcomes support the theory that communities of practice and reflective inquiry are valuable teacher training tools.

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Mentoring Teacher Assistants to Use Online Tools

Preparing Foreign Language Teachers for Next-Generation Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0483-2.ch013 ◽

2017 ◽

pp. 245-260

Author(s):

Grisel M. Garcia Perez

Keyword(s):

Teacher Training ◽

Communities Of Practice ◽

Teaching Assistants ◽

Practice Theory ◽

First Year ◽

Reflective Inquiry ◽

Teacher Assistants ◽

Use Of Technology ◽

Online Tools ◽

Reflection On Action

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Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

Advances in E-Learning ◽

10.4018/978-1-59904-756-0.ch005 ◽

2011 ◽

pp. 83-95 ◽

Cited By ~ 2

Author(s):

Olga Díez

Keyword(s):

Adult Education ◽

Teacher Training ◽

Blended Learning ◽

Lifelong Learning ◽

Virtual Environments ◽

Teaching And Learning ◽

Collaborative Work ◽

Learning Design ◽

Ict Skills ◽

E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

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