Transforming Pre-Service Teachers’ Beliefs and Understandings about Design and Technologies

Best, Marnie

doi:10.14221/ajte.2017v42n7.4

Cited by 6 publications

(8 citation statements)

References 14 publications

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“…These constructs were filtered through the lens of relevance and authenticity as they considered the approaches they might interweave into their science learning and teaching practices to appropriately engage Cook Island students. Again, these insights are not surprising findings for pre-service science teachers (Best, 2017). While a connection with pedagogy is more evident, these insights were still very much linked to how content can be enacted in ways that are relevant and authentic in terms of the particular science conceptual area being explored rather than applying this understanding to the learning of science practices and skills (e.g.…”

Section: Pedagogical Border Crossings: Content and Resourcesmentioning

confidence: 96%

Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting

Fitzgerald

2019

Teaching and Teacher Education

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The subculture of science has 'borders' that many find difficult to negotiate. These borders become more complex the further understandings of science are from traditional western perspectives. This paper examines the experiences of two western pre-service teachers' teaching science in a non-western context--the Cook Islands-using data gathered through interviews and learning logs. The lens of 'border crossing' has been used to make sense of these teachers' learning to teach experiences as it provides insights into the ways in which the participants negotiated such crossings over time. This research highlights the importance of recognising the positive interactions and potential for diverse experiences within a cultural context. KeywordsBorder crossing; science education; ways of knowing; pre-service teacher education; nonwestern contexts experiences (Tytler, 2007). Science teaching is far more than simply delivering curriculum as there are a number of borders that science teachers need to negotiate including the cognitive, disciplinary and/or socio-cultural (Sumadic, 2015). There is no 'one size fits all' approach that works for every student and this makes science teaching challenging. While there is an implicit understanding that this is the case, the reality can be even more challenging when faced with a classroom of students embedded in a culture and context that at times can run counter to scientifically-accepted ways of perceiving the world (Parsons & Carlone, 2013).This paper seeks to explore this tension in the context of a Pacific island state, the Cook Islands.In further considering this notion of science as being relevant and authentic to everyday experiences, 'border crossing' is an analogy that was adopted by Aikenhead (1996) to acknowledge the act of moving between the everyday subcultures and the subculture of science. This work, while published over two decades ago, remains particularly seminal in the field of science education as a reference point for grappling with non-western (including Indigenous) ways of knowing and connecting with science and science education. In exploring this movement, it is recognised that this process is easier for some than it is for others with these border crossings characterised as smooth, manageable, hazardous and virtually impossible (Phelan, Davidson, & Cao, 1991;Cobern & Aikenhead, 1998). Unsurprisingly, the journeys between these subcultures are more usually experienced by people using western 2 perspectives of science; the belief system in which this knowledge is usually privileged and formalised (Mazzocchi, 2006). This dominance leaves the experience of the virtually impossible journey into the subculture of science to be typically 2 A lowercase w is used in western and non-western throughout this paper to acknowledge that these two perspectives bring different ways of knowing the world, but is intended to reduce the impact of cultural othering that capitalization may infer (see Bush, 2005). The language of western and non-western is acknowledged as poten...

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Section: Pedagogical Border Crossings: Content and Resourcesmentioning

confidence: 96%

Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting

Fitzgerald

2019

Teaching and Teacher Education

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“…Flipped learning is organized and blended learning that uses instructional techniques within the learning process (Best, 2017;Fulton, 2014;Kim et al, 2014). Bergmann and Sams (2014a) defined the flipped classroom as direct instruction done through video that students can use individually before coming to class.…”

Section: Flipped Learning Strategymentioning

confidence: 99%

“…The FLS relies on teachers' experimentation with new concepts, such as the use of audio and visual technology, and simulation programmes that are accessible to students before the lesson. The available overtime is thus allocated to allow the comprehension of unique concepts based on student individuality (Best, 2017;Kim et al, 2014;Mazur et al, 2015).…”

Section: Flipped Learning Strategymentioning

confidence: 99%

“…Consequently, pre-service teachers must be exposed to the latest methods that enrich their teaching experiences. Teacher training programmes at higher education institutions should enhance and shape prospective teachers' theoretical understanding and practices for innovative teaching compatible with international education theories (Best, 2017;Mostafa, 2016;Richards & Hemphill, 2018). Higher education must help qualitatively prepare pre-service teachers and seek outputs that focus on content creation within their learning arena rather than merely on content mastery.…”

Section: Islamic Studies and Innovative Teaching Practicesmentioning

confidence: 99%

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Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

Alkandari

Alabdulhadi²

2023

IJLTER

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This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated learning (SRL) skills among pre-service Islamic education teachers utilizing project-based learning (PBL). The study collected both quantitative and qualitative data from participants using a mixed-methods design. Questionnaires were used to collect quantitative data, while unstructured interviews and written reflections from participants were used to collect qualitative data. Most participants (79%) had a favorable opinion of the FLS project, and their experience designing and executing the project using the PBL strategy had a positive impact on their SRL skills. The participants reported that the project strengthened their resolve to adopt FLS as an instructional strategy. The study emphasizes the need for rigorous preparation programmes and early exposure to innovative practices to boost teachers’ sense of self-efficacy and SRL skills. The study also highlights the potential advantages of aligning educational programmes with refined-oriented practices to positively influence educators' perspectives and pedagogical strategies in the classroom. Despite the positive findings of the study, Islamic Studies instructors' capacity for self-regulation requires further investigation. Specifically, further research is required to investigate the impact of FLS on teachers' SRL skills in different subject areas and the long-term effects of FLS on teacher development and student outcomes.

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“…It is unpredictable. therefore, that pre-service teachers often specialise in learning areas which they like (Best, 2017).…”

Section: Introductionmentioning

confidence: 99%

Changing Belief of Pre-Service English Teachers During Teaching Practicum

Heryatun

Damanik²

2021

geej

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This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.

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Transforming Pre-Service Teachers’ Beliefs and Understandings about Design and Technologies

Cited by 6 publications

References 14 publications

Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting

Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

Changing Belief of Pre-Service English Teachers During Teaching Practicum

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