Disrupting My Teaching Practices: A Teacher Educator Living as A Contradiction

Buttler, Tim

doi:10.1080/17425964.2020.1758654

Cited by 6 publications

(4 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The differences in language proficiency and artistic expression of ethnic minority students are the factors of the production process. These aspects led the work to be richer and more diversified (Buttler, 2020). Teachers encourage ethnic minority students to deliver their personal opinions with art vocabulary and integrate art terminology into the language and discussion so that their individual presentation is contextual and full of affection.…”

Section: Discussionmentioning

confidence: 99%

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

Zhang

Jia

2022

Front. Psychol.

View full text Add to dashboard Cite

Innovative technological products are present in students' environments. Information explosion and popularity are affecting their thoughts, and there is a large amount of information fuel in life through the Internet, television, movies, and advertisements. This phenomenon transforms reading from pure words into image. The current study was conducted using an experimental design model. A total of 188 ethnic minority students in the Hebei Province participated in the experimental study. The experimental group went through language and visual art integrated instruction, while the control group underwent traditional teaching. The experimental study lasted for 20 weeks (3 h per week). The research results showed that (1) spoken and written artistic conception was displayed through artistic expression. Ethnic minority students' differences in language skills and artistic expression were found to be the major factors that were effective in the production process. These aspects made the work richer and even more diversified. (2) After joining the classes and covering several lessons, ethnic minority students were found to be getting increasingly better in terms of integrating art vocabulary into their conversation. (3) Language and visual art integrated teaching input was a story content, which was received through “listening”, while the outputs were individual opinions through “speaking”. Their thoughts were presented through “painting”. The creation process operated in the brain and reflected differences in terms of their thinking skills, vocabulary organizational skills, language use, and creativity. Based on the results, this study is expected to improve the language proficiency of ethnic minority students, enhance their artistic culture, and pave the way for their understanding and attitude toward language and literature.

show abstract

Section: Discussionmentioning

confidence: 99%

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

Zhang

Jia

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Gebhard (2020) dalam artikel peribadi beliau menyatakan bahawa pembelajaran kendirinya telah dimulakan sebagai akibat daripada ketegangan yang muncul apabila beliau ingin menerapkan kepercayaan dan pengetahuan sedia adanya ke dalam bentuk pengajaran yang berbeza. Sebegitu juga dalam artikel Buttler (2020), yang mana menyifatkan bahawa pengalaman latihan perguruannya tidak mencakupi keperluan amalan pengajaran berelemenkan konstruktivisme beliau. Pembelajaran kendiri beliau digunakan sebagai peluang untuk mengenal pasti, memahami dan mensejajarkan kepercayaan dengan amalan pengajaran beliau.…”

Section: Mewujudkan Pemerkasaan Guru Menerusi Sokonganunclassified

Pendidikan Inklusif Semasa Krisis COVID-19: Persepsi Guru Terhadap Pelaksanaannya untuk Murid Berkeperluan Khas Pendengaran

Badrul Hisham,

Khairuddin

2023

MJSSH

View full text Add to dashboard Cite

Kehadiran pandemik COVID-19 ini membawa kepada peningkatan pelbagai ketidaksamarataan di dalam sektor pendidikan bagi individu kurang upaya. Murid bermasalah pendengaran yang mendapatkan pendidikan inklusif terutamanya adalah lebih berisiko dikecualikan daripada mendapatkan pendidikan sama rata disebabkan oleh halangan yang wujud semasa pandemik ini. Kaedah pengajaran dan pembelajaran dalam talian semasa fasa pandemik yang dilihat sebagai alternatif bagi pendidikan yang berterusan, mempunyai isu yang tersendiri daripada segi aksesibilitinya yang terhad dan tidak sama rata. Tambahan pula, polisi-polisi yang berkaitan pengawalan penularan wabak COVID-19 seperti penjarakan fizikal dan pemakaian pelitup muka juga mengubah sedikit sebanyak lanskap pembelajaran bagi Murid Berkeperluan Khas Pendengaran (MBKP) pasca pandemik. Sebuah kajian telah dijalankan di dua buah sekolah rendah, melibatkan temubual dengan guru inklusif yang terdiri daripada dua orang guru penolong kanan khas, dua orang guru pendidikan khas pendengaran dan dua orang guru aliran perdana di negeri Perak, dan menjawab persoalan kajian: ‘Apakah persepsi guru inklusif terhadap pelaksanaan pendidikan inklusif MBKP pada era COVID-19?’. Hasil kajian mendapati persepsi guru inklusif terhadap pelaksanaan pendidikan inklusif dalam situasi COVID-19 ini berkait rapat dengan: i) pengetahuan dan pengalaman guru inklusif, ii) peranan dan tanggungjawab guru inklusif, iii) penerimaan guru inklusif terhadap pelaksanaan pendidikan inklusif dan iv) sokongan dan bantuan yang diterima guru inklusif. Kajian ini turut membincangkan bagaimana setiap aspek yang dikenalpasti tersebut terkait di antara satu sama lain dan bagaimana ia memberi implikasi kepada proses pengajaran dan pembelajaran inklusif MBKP.

show abstract

“…The authors of this study also seek to bridge this gap. We are committed to incorporating constructivist-oriented strategies into teaching [28]. In the following section, we examine online teaching and learning.…”

Section: Theoretical Contextmentioning

confidence: 99%

Untitled

2022

IJITE

View full text Add to dashboard Cite

Challenges to teacher education due to COVID-19 are widespread. Preservice teachers, in particular, have faced numerous obstacles as a result. While remote teaching became common in higher education, home-based videoconferencing became a standard means of teaching and learning. Regardless of COVID-19, virtual technologies use increases within post-secondary education, progressively impacting educational experiences. Therefore, educators must consider the benefits and drawbacks of virtual online education. From a constructivist perspective, we studied preservice teachers' interactions and perceptions of Zoom's videoconferencing platform. Specifically, we identified preservice teachers' interactions and responses to Zoom's Breakout Rooms. The findings indicate that students built relationships and valued their online interactions. Additionally, males and females valued different aspects of their online interactions.We conclude with recommendations regarding videoconferences in higher education and suggest future research, including empirical studies.

show abstract

Disrupting My Teaching Practices: A Teacher Educator Living as A Contradiction

Cited by 6 publications

References 41 publications

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China

Pendidikan Inklusif Semasa Krisis COVID-19: Persepsi Guru Terhadap Pelaksanaannya untuk Murid Berkeperluan Khas Pendengaran

Untitled

Contact Info

Product

Resources

About