Developing pre-service teachers’ confidence: real-time coaching in teacher education

Stahl, Garth; Sharplin, Erica; Kehrwald, Ben

doi:10.1080/14623943.2016.1206882

Cited by 40 publications

(17 citation statements)

References 30 publications

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“…And how do we fund the necessary change management associated with new technology adoption? (Stahl, Sharplin, & Kehrwald, 2016). Policy and processes loom large here, as does the important question of whether the costs and risks of new technology will equal the benefits for universities in the demand-driven age.…”

Section: Debating the Use Of Social Media In He -Findingsmentioning

confidence: 99%

Debating the use of social media in higher education in Australasia: Where are we now?

Willems

Adachi

Bussey

et al. 2018

AJET

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The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of social media in higher education in Australasia. By exploring themes emerging from a debate around the use of social media in higher education in Australasia, it integrates additional comments from the collective wisdom of experienced colleagues from around the globe, as captured in the debate’s Twitter feed and live Periscope streaming. These comments highlight points of sensitivity in the adoption of social media in higher education in Australasia. This paper presents the findings and some key ideas that emerged from the debate.

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Section: Debating the Use Of Social Media In He -Findingsmentioning

confidence: 99%

Debating the use of social media in higher education in Australasia: Where are we now?

Willems

Adachi

Bussey

et al. 2018

AJET

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show abstract

“…For instance, Maher et al (2015) argue that placements that facilitate a sense of belonging and perceived value contribute to student-confidence and self-efficacy, while Levett-Jones and Lathlean (2008) found that a sense of belonging contributed to students being more confident in negotiating their learning needs and in asking questions, while an absence of belongingness had a negative impact on students' attitude towards learning and on their confidence to become involved in experiential learning opportunities. Given the importance of developing pre-service teachers' confidence levels (Moody, 2009;Stahl, Sharplin, & Kehrwald, 2016) this emerges as a positive finding for the current study. Related to this issue, several authors (Gray et al, 2017;Van Schagen Johnson, La Paro, & Crosby, 2017) have also identified links between sense of belongingness and increased self-efficacy on the part of placement students, another critical factor for studentteachers in terms of their school placement (Kyriacou & Stephens, 1999).…”

Section: Belongingness and Confidencementioning

confidence: 60%

Being and Belonging: Student-Teachers’ Contextual Engagement in Schools

Donlon¹,

McDonald²,

Fitzsimons³

et al. 2020

AJTE

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While School Placement is long established as a central component of Initial Teacher Education programmes, there is an increasing awareness that these placement experiences should go beyond the practical activities most directly associated with teaching. This paper considers how engagement in a school placement period with a focus on non-teaching activities contributes to the professional and personal development of student-teachers, and to their sense of 'belonging' while on placement. Drawing primarily on the analysis of data obtained from online logs maintained by student-teachers during this predominantly non-teaching placement, it establishes the activities that they engaged in, and their reflections and opinions about the value of these experiences and this practicum placement. Findings include an increased sense of belonging to the school community, greater confidence and a stronger sense of identity as teacher.

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“…However, for pre-service teachers, they might not be able to demonstrate flexibility and responsiveness without coaching and mentoring. Research has demonstrated that pre-service teachers can and do adjust their teaching practices when they receive constructive feedback from mentors about their skills, teaching performance and approach to pedagogic decisions (Stahl, Sharplin, & Kehrwald, 2016). An implication of this finding for the practicum organizers, program planners and instructors is that we need to provide pre-service teachers before In addition, as shown in Table 3, 17 of the 84 EFL pre-service teachers received an overall performance evaluation rating of unsatisfactory, representing 20.23% in 3d, using assessment in instruction.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Assessment of EFL Pre-service Teachers’ Teaching Performance: Analysis of Classroom Videos Using the Danielson Framework for Teaching Evaluation Instrument

Kwangsawad¹

2020

SELT

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This study reports the results of the assessment of 84 EFL pre-service teachers’ teaching performance who completed a year-long practicum. The participants were videotaped during teaching for a total of ten times. All teaching videos were rated with the Danielson framework for teaching evaluation instrument, 2013 edition which consists of four domains and 22 components with four levels of performance for each component which includes unsatisfactory, basic, proficient, and distinguished. Three domains (planning and preparation, classroom environment, and instruction) including 16 components were used in this study. Analyzing data through a quantitative method found that the highest percentage of all teachers were rated basic, the lowest percentage of all teachers were rated distinguished. Interpretations of findings focus on unsatisfactory level are discussed in order to enhance the quality of teacher preparation programs.

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Developing pre-service teachers’ confidence: real-time coaching in teacher education

Cited by 40 publications

References 30 publications

Debating the use of social media in higher education in Australasia: Where are we now?

Debating the use of social media in higher education in Australasia: Where are we now?

Being and Belonging: Student-Teachers’ Contextual Engagement in Schools

Assessment of EFL Pre-service Teachers’ Teaching Performance: Analysis of Classroom Videos Using the Danielson Framework for Teaching Evaluation Instrument

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