Now and then, in and out of the classroom: Teachers learning to teach through the experiences of their living curricula

Kissling, Mark T.

doi:10.1016/j.tate.2014.08.003

Cited by 25 publications

(13 citation statements)

References 9 publications

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“…The process of becoming a teacher is also inextricably related to the personal lives of student teachers. Kissling (2014), for example, found that student teachers learnt to teach not only during classroom moments but also in situations outside classrooms, across all times and places in their lives. Student teachers' life experiences appeared to be strongly interwoven with their work as student teachers in the classroom.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Overarching professional identity themes in student teacher workplace learning

Leeferink

Koopman

Beijaard

et al. 2018

Teachers and Teaching

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This study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers' professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…Who one is as a person strongly affects how one learns a profession (e.g. Kissling, 2014;Olsen, 2008). Research has shown how important the personal side of becoming a teacher is for student teachers.…”

Section: Introductionmentioning

confidence: 99%

Overarching professional identity themes in student teacher workplace learning

Leeferink

Koopman

Beijaard

et al. 2018

Teachers and Teaching

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show abstract

“…I present this account within the framework of a "living curriculum of teacher education" (Kissling, 2012(Kissling, , 2014, a course of learning experiences extending through past, present, and future and through places and relationships in and out of school. Kissling (2012) has described learning to teach as learning that "is personal and social, engaging all elements of a person's life" (p. 111).…”

Section: Narrating a Living Curriculum Of Teacher Educationmentioning

confidence: 99%

Partners in Loving the Children: Roles and Relationships in Teaching and in Parenting

Whitney

2016

The Educational Forum

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“…Human competence is defined as competition in which two or more people participate, where generally the winner will be only one or a few participants and others do not win [8], [22]. Some of us have excellent experiences with students' competition, while others think it is not pleasant [23], [24]. Adults reproduce the ideas of competence as students and then apply these ideas to teach the trainers (students and children) [25], [26].…”

Section: Classroom Scenariomentioning

confidence: 99%

Happiness Measurement Via Classroom Based on Face Tracking

Al-Ani

2019

UHD J SCI TECH

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Teaching and learning are important factors in our life, so, increasing the happiness during class cause raising the ability of learning. This research focused on the evaluation of the learning process via classroom before and after applying the proposed method. One of the big challenge during classroom lesson, the students after a short period of time (about 10-15 minutes) at the beginning of the session, turn off their minds and remain absolutely out of understanding. Our goal is to revitalize the classroom environment so that you are always attentive to the lecture. The proposed approach aims to track and detect the emotional facial expression and transient from emotional facial expression to raise the happy expression in order to reach the classroom happiness. Image processing issue is an important part of this approach in which based on face recognition and tracking, then evaluates the students’ happiness according to the proposed mode that located in the classroom. This model is implemented from Raspberry Pi device, tracking camera and high definition screen. The implemented algorithm allows you to continue of face tracing and make rising of happiness as possible. Increasing happiness is an important factor in making students more attractive and more understanding for the classroom lecture. This approach is implemented to cover both software and hardware, so, it is acceptable to work in real time.

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Now and then, in and out of the classroom: Teachers learning to teach through the experiences of their living curricula

Cited by 25 publications

References 9 publications

Overarching professional identity themes in student teacher workplace learning

Overarching professional identity themes in student teacher workplace learning

Partners in Loving the Children: Roles and Relationships in Teaching and in Parenting

Happiness Measurement Via Classroom Based on Face Tracking

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