scholarly journals Supporting Teacher Candidates During COVID-19

2020 ◽  
Vol 9 (1) ◽  
pp. 31-40
Author(s):  
Charlene Atkins ◽  
Angela Danley
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Emotional Impact ◽  
Personal Account ◽  
Social Emotional ◽  
Learning And Teaching ◽  
Face To Face ◽  
The Social ◽  
Face To Face Instruction

This article provides the personal account of two professors who reflect on the challenges of teacher education preparation due to COVID-19.  They discuss the swift transition from face to face instruction to virtual learning and teaching including inequities faculty and teacher candidates faced during remote learning, obstacles surrounding state requirements for practicums and certification along with the social emotional impact.  Suggestions for moving forward, based on the lessons learned, include additional supports for teacher candidates. 

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

scholarly journals Fostering Classroom Communities through Circling With Teacher Candidates

2017 ◽  
Vol 51 (3) ◽  
pp. 1103-1120
Author(s):  
Karen L. Bouchard ◽  
Trista Hollweck ◽  
J. David Smith
Keyword(s):  
Teacher Education ◽  
Focus Groups ◽  
Sense Of Community ◽  
Teacher Candidates ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Pedagogical Approach ◽  
Classroom Communities

Classroom circles have been recognized as a valuable pedagogical approach to develop students’ social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for teachers, this study examined teacher candidates’ experiences with circling in a teacher education course. Focus groups with former teacher candidates procured three themes: circling creates safe and engaging spaces for learning, productive tensions create opportunities for connection, and, teachers create effective circles with authenticity. The results suggest that circling should be similarly used with educators, in addition to use with students, and could be embedded within current teacher-education programming.

Cyberbullying—A Shrouded Crime: Experiences of South African Undergraduate Students

2020 ◽  
Vol 20 (2) ◽  
pp. 370-386
Author(s):  
Roshini Pillay ◽  
Glenda Sacks
Keyword(s):  
South African ◽  
Undergraduate Students ◽  
Structured Interview ◽  
Emotional Impact ◽  
Snowball Sampling ◽  
Descriptive Case Study ◽  
Face To Face ◽  
The Social ◽  
Social Media Platforms ◽  
Qualitative Descriptive

Crimes in the 21st century using technology as a medium are complex and evolving rapidly. One such crime that is difficult to define is cyberbullying, which extorts an emotional impact on the victim. This qualitative, descriptive case study considers the experiences of 10 undergraduate students regarding what they self-disclosed as cyberbullying. Snowball sampling was used, and the data collected using face-to-face interviews were analyzed using content analysis. The research instrument used was a semi-structured interview schedule. Findings revealed that nine of the participants knew the identity of the bully. Some of the social media platforms used for the cyberbullying included Facebook, Mxit, and WhatsApp, whereby the types of bullying included harassment, flaming, and denigration. Some gender differences were evident in the verbalized emotions of the sample and the support systems the female participants used. This study can serve as a catalyst for further research and interventions for the development of strategies and educational programs to manage this type of bullying.

scholarly journals Communication, Expectations, and Trust: An Experiment with Three Media

Games ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 48
Author(s):  
Anna Lou Abatayo ◽  
John Lynham ◽  
Katerina Sherstyuk
Keyword(s):  
Popular Media ◽  
Trust Game ◽  
Communication Media ◽  
Fair Share ◽  
Social Emotional ◽  
Game Play ◽  
Online Chat ◽  
Face To Face ◽  
The Social ◽  
Communication Expectations

We studied how communication media affect trust game play. Three popular media were considered: traditional face-to-face, Facebook groups, and anonymous online chat. We considered post-communication changes in players’ expectations and preferences, and further analyzed the contents of group communications to understand the channels though which communication appears to improve trust and trustworthiness. For senders, the social, emotional, and game-relevant contents of communication all matter, significantly influencing both their expectations of fair return and preferences towards receivers. Receivers increased trustworthiness is mostly explained by their adherence to the norm of sending back a fair share of the amount received. These results do not qualitatively differ among the three communication media; while face-to-face had the largest volume of messages, all three media proved equally effective in enhancing trust and trustworthiness.

scholarly journals Innovation in Digital Education: Lessons Learned from the Multiple Sclerosis Management Master’s Program

2021 ◽  
Vol 11 (8) ◽  
pp. 1110
Author(s):  
Isabel Voigt ◽  
Christine Stadelmann ◽  
Sven G. Meuth ◽  
Richard H. W. Funk ◽  
Franziska Ramisch ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Online Teaching ◽  
Student Evaluation ◽  
Lessons Learned ◽  
Master's Program ◽  
Computer Supported Collaborative Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Success ◽  
Future Learning

Since 2020, the master’s program “Multiple Sclerosis Management” has been running at Dresden International University, offering structured training to become a multiple sclerosis specialist. Due to the COVID-19 pandemic, many planned teaching formats had to be changed to online teaching. The subject of this paper was the investigation of a cloud-based digital hub and student evaluation of the program. Authors analyzed use cases of computer-supported collaborative learning and student evaluation of courses and modules using the Gioia method and descriptive statistics. The use of a cloud-based digital hub as a central data platform proved to be highly successful for learning and teaching, as well as for close interaction between lecturers and students. Students rated the courses very positively in terms of content, knowledge transfer and interaction. The implementation of the master’s program was successful despite the challenges of the COVID-19 pandemic. The resulting extensive use of digital tools demonstrates the “new normal” of future learning, with even more emphasis on successful online formats that also increase interaction between lecturers and students in particular. At the same time, there will continue to be tailored face-to-face events to specifically increase learning success.

scholarly journals EDUCATION IN TIMES OF PANDEMIC: Lessons learned and shared

2020 ◽  
Vol 6 (2) ◽  
pp. a16en
Author(s):  
Elaine Jesus Alves ◽  
Denilda Caetano de Faria
Keyword(s):  
Online Education ◽  
Daily Life ◽  
Lessons Learned ◽  
The Internet ◽  
Face To Face ◽  
The Social ◽  
Rapid Spread ◽  
The World ◽  
Educational Field ◽  
Education In Brazil

In 2020, the world was plagued by a pandemic that demanded the social isolation of people from all over the planet to prevent the rapid spread and overcrowding of hospitals. In the educational field, face-to-face classes have been suspended in more than 150 countries. Some institutions started to use technological resources to offer remote education. The pandemic highlighted issues such as the unpreparedness of education systems and teachers, inequalities in access to the internet and students' computers, among others. Considering that technologies have been part of the daily life of schools for more than 30 years, in this atypical moment there is a strangeness among teachers in their improvised use with their students. This article aims to reflect what this pandemic situation has taught us about online education in Brazil and the perspectives that we can see in this field in the post-pandemic scenario.

Multimodality in the Preparation of Teachers of the Social Studies

2016 ◽  
pp. 1501-1536
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

Heart-Based Teaching

2019 ◽  
pp. 70-101
Author(s):  
Timothy W. Pedigo ◽  
Glenna Lambert Howell
Keyword(s):  
Teacher Education ◽  
Program Development ◽  
Quantitative Study ◽  
Professional Education ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Social Emotional ◽  
Education Programs ◽  
Emotional Competencies ◽  
Required Courses

Heart-Based Teaching, a mindfulness training program embedded in the professional education curriculum of preservice teacher candidates, is described. Heart-Based Teaching prepares teacher candidates to model and teach mindfulness to help their future students achieve social emotional goals as well as to enhance the teacher candidates' own social emotional competencies. Theoretical and research bases of the program as well as specific elements of implementation are included: structure of the two required courses, mini-lecture/discussion topics of each class session, assignments, assessments, and rubrics. Some initial qualitative data that contributed to program development are presented, and parameters of an ongoing robust quantitative study are described. Heart-Based Teaching is presented as a replicable model for other teacher education programs.

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