Modeling Various Teaching Methods In A Faculty Of Education In Science Education:  Chalk And Talk, Virtual Labs Or Hovercrafts

Laronde, Gerald; MacLeod, Katarin

doi:10.19030/tlc.v9i2.6905

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…The first strategy involves teacher educators acting as role models. Laronde and MacLeod (2012) found that pre-service teachers preferred strategies in which academics modelled various technologically supported teaching methodologies specifically related to curriculum domains. The authors believed this modelling to be important as pre-service teachers tend to adopt the teaching styles they were exposed to during teacher education.…”

Section: Strategies To Develop Future Teachers' Ict Competencementioning

confidence: 99%

“…This may help them see the utility, value and feasibility of using a particular technology and/or teaching strategy (cf. Laronde & MacLeod, 2012;Mouza et al, 2014) hence furthering their ability to differentiate between model and appropriation, enabling deeper more critical thought about technology integration.…”

Section: Strategies To Develop Future Teachers' Ict Competencementioning

confidence: 99%

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A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies

Tondeur

Aesaert

Prestridge

et al. 2018

Computers & Education

227

110

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Few empirical studies investigate the impact of pre-service teachers' background and ICT profile in combination with the support they receive from their teacher training institution on their ICT competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. Therefore, the aim of this study was to test a model to explain pre-service teachers' perceived ICT competencies that integrates pre-service teachers' background characteristics (age and gender), their ICT profile (e.g., attitudes towards ICT) and the multiple strategies pre-service teachers experience in their teacher training institution: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) continuous feedback. Based on a survey among 931 final-year pre-service teachers in Flanders (Belgium), the multilevel analyses indicated a positive association between the strategies and pre-service teachers' ICT competencies. The more pre-service teachers perceive the occurrences of the strategies during their teacher education, the higher their perceived competence to use ICT for learning processes and to strengthen their instructional practice.Gender and age did not affect pre-service teachers' ICT competence for educational practice. Furthermore, the results revealed a positive impact of pre-service teachers' attitudes towards ICT (in education) and ease of use, on their ICT competence for educational practice. These results can provide guidance for the preparation of pre-service teachers for the 21st century learning environments with new technologies.

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Section: Strategies To Develop Future Teachers' Ict Competencementioning

confidence: 99%

Section: Strategies To Develop Future Teachers' Ict Competencementioning

confidence: 99%

A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies

Tondeur

Aesaert

Prestridge

et al. 2018

Computers & Education

227

110

View full text Add to dashboard Cite

show abstract

“…At the same time, about 6% of students have maintained that teacher-centered approach, which is also known as Chalk and Talk (Kirstein & Kunz, 2015;Laronde & MacLeod, 2012) is more effective. Despite all efforts to make use of a diverse teaching environment that includes a variety of teaching methods based on the student-centered approach and extra-classroom teaching, these students remained in their minds.…”

Section: In-depth Learning As a Results Of Integrating Ck And Pckmentioning

confidence: 99%

“…A minority's resistance from students to change their way of thinking is not new (Laronde & MacLeod, 2012). There are various learners and some students who, despite all the efforts made by the lecturers to acquire a new approach to learning, favor the method used in the early days of schools where the lecturer is the center (Diseth, Pallesen, Hovland, & Larsen, 2006).…”

Section: In-depth Learning As a Results Of Integrating Ck And Pckmentioning

confidence: 99%

“…These aspects helped most students feel self-efficacy of making a statement about the future implementation of a diverse teaching environment in their future as school teachers ( Figure 5). It is possible that the teaching model in which students experienced varied teaching environments that created depth learning while altering student access to the center and long-term positive memory will be a model for them as studies (Laronde & MacLeod, 2012) and students use these diverse teaching environments as teachers (Hacieminoglu, 2016). Most students' openness to implementing diverse teaching environments can be the beginning of a process of "breaking the vicious circle" of the shortage of science teachers, at least in Israel (Arviv-elyashiv & Gal, 2017).…”

Section: Breaking the "Magic Circle" Of Teacher Shortagesmentioning

confidence: 99%

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Active or Passive-What Do Pre-Service Science Teachers Prefer in Their Professional Training?

Gal¹

2020

WJER

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The integration of PCK into CK courses base on diverse learning environments and student-centered approach has enabled the development of a Knowledge-Pedagogy-Student-Centered—KPSC teaching approach. This approach has made experiential, interesting and challenging learning accessible to in-depth learning. Moreover, it raises the self-efficacy to adopt this approach in the future. Consistent with the positive feelings of the pre-service teachers when using KPSC, the science lessons in the schools may look different and thus increase the potential to motivate people into becoming science teachers. In summary, this approach has enabled the development of a teaching model based on food web. 1) Similar to the open system of the food web, the effect of implementing KPSC does not end with the boundaries of the classroom. Family, friends and spouses are affected by in-depth learning; 2) There is no single central figure in KPSC and the teacher and students make a great contribution to the learning process; 3) Similar to the relationship within and between the trophic levels, there is an extensive relationship between the lecturer and the students and the students themselves; 4) Similar to the biodiversity in the food web, there is a personal development of the students that creates a variety of learners.

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Innovative Approaches Used to Prepare Pre-service Teachers to Activate Learning with Digital Technologies

Nykvist

Mukherjee

Blundell

2022

Reconstructing the Work of Teacher Educators

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Modeling Various Teaching Methods In A Faculty Of Education In Science Education: Chalk And Talk, Virtual Labs Or Hovercrafts

Cited by 7 publications

References 6 publications

A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies

A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies

Active or Passive-What Do Pre-Service Science Teachers Prefer in Their Professional Training?

Innovative Approaches Used to Prepare Pre-service Teachers to Activate Learning with Digital Technologies

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