scholarly journals Digital Storytelling to Unlock Reflective Practice in the Classroom

2018 ◽  
Vol 14 (11) ◽  
pp. 52
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Learning Styles ◽  
Reflective Practice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Method ◽  
Single Case ◽  
Video Recording ◽  
Teaching Profession ◽  
Teaching Literature

It is a common practice that teachers tell stories in the classroom when teaching literature. They are enthusiastic in their teaching profession but students nowadays are diverse in their learning styles and they need different approaches to be taught. Therefore, this study advocates teachers to reflect on their teaching practice to use technology specifically digital storytelling as a teaching method in the classroom. The single case study involved a pre-service teacher who underwent a micro-teaching session in teaching literature. The instruments used were peer observation checklist, the artefacts of digital storytelling, video recording, and reflective journal. The findings indicated that the participant was able to be more aware of her strengths and weaknesses in the crafts of storytelling, personalise her own learning and improve her teaching practice. The implications are for the educators to encourage pre-service teachers to use digital storytelling in the classroom, provide coaching and support to improve their crafts of storytelling in the teaching of children’s literature as well as use digital storytelling as a tool for reflective practice in teacher education.

Imagining my ideal: a critical case study of digital storytelling as reflective practice

2019 ◽  
Vol 20 (2) ◽  
pp. 143-159 ◽  
Author(s):  
Linda Skidmore Coggin ◽  
Sharon Daley ◽  
Jackie Sydnor ◽  
Tammi R. Davis
Keyword(s):  
Reflective Practice ◽  
Critical Case ◽  
Digital Storytelling ◽  
Critical Case Study

scholarly journals Aplicação da Criatividade para Gerar Projetos de Inovacao: O Caso Prático de uma Estrategia Didática

2015 ◽  
Vol 7 (1) ◽  
pp. 129
Author(s):  
Eliana Maria Dos Santos Pereira Alves ◽  
Ovídio Felippe Pereira da Silva Junior
Keyword(s):  
Teaching Practice ◽  
Single Case ◽  
Competitive Advantages ◽  
Case Study Methodology ◽  
Competitive Environments ◽  
Educational Environments ◽  
Study Methodology ◽  
Sustainable Competitive Advantages ◽  
Suitable Environment

A current challenge in teaching practice is to transform classrooms into laboratories to exchange experiences in courses whose goal is to enhance the professional skills in a practical and meaningful way. The search for improvement demonstrates that, increasingly, professionals become aware that organizations coexist in highly competitive environments, seeking to conquer more markets based on sustainable competitive advantages demanding fast responses of its employees. Considering that the process of creativity can be stimulated through the establishment of a suitable environment, this study aims to discuss the application of a didactic strategy developed for this purpose. Using the single case study methodology, it was used the technique of unstructured observation (informal or single) to carry out the collection and the recording of events that occurred during the strategy application. It discusses elements such as identifying opportunities, creativity, innovation and entrepreneurship, seeking their relationships to understand how it is possible to motivate the generation of proposals for innovative projects in educational environments. As a result, it is presented the perceptions of teachers on the didactic strategy applied, emphasizing that a suitable environment for the development of ideas encourages the student to propose solutions for the improbabilities, creating innovative alternatives to the identified needs.

scholarly journals Exploring novice EAP teacher’s self-reflection as a platform for professional development

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
English Education ◽  
Single Case ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Theory And Practice ◽  
Self Reflection ◽  
Development Data

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.

scholarly journals The Use of Autoscopy From the Epistemological Perspective of Action Research for Self-Analysis and Reflection of Teacher Practice

2019 ◽  
Vol 18 ◽  
pp. 160940691987324
Author(s):  
Daniela Maysa de Souza ◽  
Vânia Marli Schubert Backes ◽  
Marta Lenise do Prado ◽  
Jussara Gue Martini ◽  
José Luis Medina Moya
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Video Recording ◽  
Pedagogical Practice ◽  
Self Reflection ◽  
Epistemological Perspective ◽  
Evaluation Phase ◽  
Descriptive Approach ◽  
Research Action

The video recording of lessons allows the analysis results to provide data about the teaching practice. Analyzing the pedagogical practice itself allows the teacher an exercise of self-reflection, as they become aware of their behavior in the classroom, leading to the revitalization of their teaching model. This study aims to present the use of autoscopy as a stimulus to reflection, to a new understanding of the pedagogical practice of teachers, in an action research. This is a case study, with a qualitative and descriptive approach, performed with a new nursing teacher. The data were initially collected through a semistructured biographical interview and subsequent video recording of the classes, characterizing nonparticipant observations. The application of autoscopy followed the proposal of action research, with its phases: exploratory phase, in-depth research, action phase, and evaluation phase. The autoscopy was a useful strategy to stimulate teacher reflection because during the projection of the sketches selected for the video of the autoscopy session, the teacher can see himself or herself in action and self-analyze and discuss the selected pedagogical moments, stimulating reflection and generating a new understanding about his or her teaching practice. In this way, the use of autoscopy under the epistemological perspective of action research stimulates the self-analysis and reflection of the teaching practice.

What sustains the novice Malaysian teacher of English: a case study

2019 ◽  
Vol 12 (4) ◽  
pp. 585-597
Author(s):  
Ida Fatimawati Adi Badiozaman
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Study Data ◽  
Teaching Profession ◽  
Self Concept ◽  
Content Type ◽  
Self Evaluation ◽  
Teaching Context ◽  
Service Training

Purpose The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession. Design/methodology/approach In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview. Findings Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands. Practical implications English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners. Originality/value Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.

scholarly journals IMPORTANCE AND PLACE OF BIOGRAPHICAL METHOD IN PEDAGOGICAL METHODOLOGY

2020 ◽  
pp. 30-39
Author(s):  
Anatolii Pavlenko
Keyword(s):  
Teaching Practice ◽  
Teaching Method ◽  
Learning Opportunities ◽  
Teaching Literature ◽  
Innovative Teaching ◽  
Academic Degree ◽  
History Teaching ◽  
Social Pedagogy ◽  
Historical Figures ◽  
Literature History

The article covers and analyzes the biographical method of pedagogy; it defines its importance and place in pedagogy methodology based on historical-genetic approach and inter(cross)disciplinary analysis of academic sources. It establishes the current phenomenon of considerable extension in objective consideration of biographical method by social sciences and the humanities (the so called "biographical turning point") and recognition of scientific “usefulness” of this method at the theoretical level. This is the very fact which stipulated the topicality of methodological realization of biographical method as a moder way of development of theoretical and practical pedagogical activity. Currently the biographical method is an important component of methodological range of the whole system of pedagogical sciences. The biographical method in pedagogical methodology shall be considered both as the method of research and obtainment of scientific pedagogical knowledge (for example, in pedagogical history, pedagogical biography science, life-creation pedagogy) and as the important method of extensive innovative teaching practice in didactics and certain methods of teaching (literature, history teaching method etc.). It can be used when considering pedagogically adapted biographical materials about the distinguished public figures and historical figures in a certain science; in special and rehabilitation pedagogy, when considering biographical knowledge on the examples of successful physical rehabilitation and socialization; in social pedagogy during social and pedagogical counseling, in educational theory etc.. The article also reveals the academic, educatory and learning opportunities of biographical method for the development of personality of candidates for academic degree and its significant role in implementing “humanization of knowledge” in the comprehensible principle of humanization and humanitarization. It was defined that this method holds a prominent place among interdisciplinary pedagogical methods and has the forseeable prospects of further transformation into biographical pedagogy and integration with the biographical psychology

scholarly journals Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 101-111
Author(s):  
Jimmy Ezekiwl Kihwele ◽  
Raiza Mtandi
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Practical Experience ◽  
Teaching Profession ◽  
Theoretical Understanding ◽  
Pedagogical Skills ◽  
Mixed Approach ◽  
Teaching Time ◽  
Actual Teaching

Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’ pedagogical competencies. The study adopted case study design through the mixed approach that involved a total of 81 respondents from Mzumbe University in Tanzania. Respondents were picked from their teaching practice stations to fill in the questionnaires with 36 items. Participants consent was obtained before taking part in responding to questionnaires. The findings show that, pre-service teachers perceive TP as a crucial part of teacher education as it helps to consolidate pedagogical skills. Again, TP contributed to develop pre-service teachers’ pedagogical competencies through merging theoretical understanding and actual practices as well as how to select, prepare and use teaching and learning materials and aids. Further, findings show challenges like inadequacy of single assessment, poor mentor-novice teacher relationship and interruptions that reduced the actual teaching time. TP requires some modifications including improved relationship between pre-service teachers and host teachers, to increase the TP duration to compensate lost time due to interruptions and pre-service teachers need to be assessed more than once. It is recommended that time for TP should be reviewed in the universities curricula for pre-service teachers to have practical experience and get mentorship from experienced teachers. In this way, TP will become an apprenticeship with great impact to the teaching profession.

scholarly journals ENGLISH LITERATURE INSTRUCTORS’ BELIEFS AND ACTUAL PRACTICES OF INTEGRATING WEB APPLICATIONS IN HA’IL UNIVERSITY

2019 ◽  
Vol 2 (8) ◽  
pp. 28-50
Author(s):  
Khatmeh Suleiman Elgoudman ◽  
Kamariah Yunus
Keyword(s):  
Classroom Practice ◽  
Web Applications ◽  
Teaching Practice ◽  
English Literature ◽  
Structured Interviews ◽  
Teaching Literature ◽  
Descriptive Case Study ◽  
Actual Use ◽  
Instructional Decision

This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs conflicted with her teaching practices. Result also supported the argument that instructor belief plays an important role in instructional decision making in the teaching practice while sometimes differed with their classroom practice. Results also revealed that the actual Web applications usage found in the four cases demonstrated positive result for the integration of Web applications. This provides evidence to support previous research results about the benefits that Web applications have in possibly connecting informal learning to the formal learning environment. On the other hand, although four individual instructors’ actual use of Web applications differed from case to case, they all believed that there were many benefits as well as challenges when integrating Web applications in literature courses. Furthermore, the results demonstrated an increasing usage trend among the four individual participants based on the estimated percentage of Web applications usage in their literature courses. Nonetheless, four participants in this study seemed to only bring out a few aspects of Web applications’ potential. To make the best of Web applications, more research is needed in identifying best practices of various Web applications in teaching literature and explaining complicated instructors' beliefs about the effectiveness of Web applications in teaching literature.

scholarly journals TYPES OF TEACHER QUESTIONS IN EFL CLASSROOM ACTIVITIES

2018 ◽  
Author(s):  
Ilham
Keyword(s):  
Qualitative Analysis ◽  
Single Case ◽  
Video Recording ◽  
Qualitative Approach ◽  
Small Scale ◽  
Teacher Questions ◽  
Classroom Activities ◽  
Question Category

This paper will report types of question the teachers usually use in EFL classroom. This study adopted a qualitative approach as it involved the collection and qualitative analysis of data. This study also has a characteristic of case study because it was carried out in “a small scale, a single case” (Stake, 1985:278 as cited in Emilia, 2005:74). This study was conducted in English Deparment students Muhammadiyah university of Mataram. There were two main techniques used to collect data in this study namely observation and video recording. The observation was conducted to identify teachers’ question, while the video recording was utilize to capture many details of lesson that cannot easily be observed. In analyzing the data the researcher made the description, transcription, and classification of the utterances into teacher question category. This study reveals that epistemic questions are more dominant than echoic questions.

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