I am concerned about the development of teacher students. Often the habit of their own school years as students/pupils is deeply embedded in their own way of teaching. This is no problem if the teaching is carefully thought through, and judged as an effective way of teaching, but it is a problem if it is just an unreflected habit. I feel there is a great deal of work to be done in relation to reflecting systematically on the students own teaching experiences as students/pupils and asking themselves: How can I do better?
I believe that shifting our focus from traditional ways of teaching and learning to more interactive approaches and methods such as flipped classroom technique would lead to more innovative and new positive intended learning outcomes.
I believe that shifting our focus from traditional ways of teaching and learning to more interactive approaches and methods such as flipped classroom technique would lead to more innovative and new positive intended learning outcomes.
This is a fundamental question. It has to do with a main impedement of school improvement.
When trying to make the future teachers have in mind the practices that they saw all those years in school as students. They have very little experience of new, therefore they are challenged when impleneting them.
Teacher training should focus on:
1) Knowledge (what new practices are there, new teaching means, how to implement them etc)
2) Skills (effective lesson planning, evaluating, self-improving, cooperate, share ideas etc)
3) Attitudes (have vision for refrom, not to be afraid to try something new, having open mind, etc)
In addition, integrating up to date evidence-based practice in-class and homework (group and individual) activities would have a positive signifcant impact on developing innovative teacher-student new approaches of effective learning (i.e., critical appraisals, searching peer-reviewed journals, evidence-based reviews, matrix summaries, oral presentations, etc.).
There is quite a bit of research, though somewhat scattered, out there on student teacher learning and how to facilitate it. For instance, several studies exist on the use of classroom videos, which students analyse and then suggest ways forward. A few studies have even found that working with simplified data (such as cartoons of classroom interactions) worked better because there were fewer distractions. Another area of research focuses on ways to make student teachers notice and be more aware of learner thinking. This often means working with small groups of learners, engage in correspondence with individual learners, or collect learners' work on open tasks and then analyse these for university course assignments.
Another vital factor is of course what student teacher experience during practicum. We have reviewed all the research literature on practicum in connection to mathematics education, and there is a lot of work pointing to the importance of the school mentor.
Just some of the things I've learned ...
Hils Annica!
/Iben
The student will find the research process overwhelming. From my own experience & learning, the anchor is to ask, what 's the problem? The student has to be guided all along on learning to define the problem...this problem is one that other researchers are also tackling and wrestling with.
introducing students to theoretical knowledge to move beyond embedded previous experience (which informs attitudes that in turn influence behaviors) is not enough. The learning experience must instigate cognitive dissonance so that attitudes change. Only once attitudes change will behaviors change and then and only then will teaching and learning transform.
Every student is a unique context. In my experience, the key to students being able to grow beyond what their instructors teach is to include not only the classic curriculum, but to teach students first and foremost a hunger *to learn on their own* and to teach students that to stop learning is to begin to die. Teach them to learn from a variety of traditional and non-traditional sources. Teach them to recognize the difference between facts and opinions; to question and understand the basis for instructors and other students' opinions, to observe, confirm, and respect confirmed factual data, and to question theories unless and until there is factual data to support such theories. Teach them to incorporate what they learn based on their own experiential data ... and then ... teach them to share their own knowledge and experiences respectfully to others who want to truly learn, especially the mantra that "to stop learning is to begin to die".
In our work in researching teacher evaluation protocols and supporting mechanisms for performance improvement, we've found that first and foremost a teacher must be bought into 1) the value of improving their practice (remarkably, some believe that what' they are doing is "good enough") 2) being self-reflective, especially routinely in a structured way - this is even more powerful when supported by their administrators, as being given time to do this is a factor, and 3) collaborative collegiality, especially peer-to-peer observations and constructive discussions related to practice - again, in a relatively structured and routine way.
Dear Kjartan Skogly Kversøy
It is such informative question you raise. However, in Asia one of the biggest problem is funding to get those interactive equipments that pedagogical approach more interesting. Whereas, mostly private expensive school kids can only afford these facilities.
When I am teaching classes, I have the student practice what they are taught. Then I observe and listen to their challenges, make adjustments, have them practice the improved way, and we rinse repeat until they feel solid with the information.
Once this is achieved I have them teach it and observe their delivery, their comprehension and how they are answering questions posed to them. There are many formulas to get to the same answer.
They need a foundation first, hopefully with critical thinking skills, then lots of practice and a level of success/comprehension. Then it is time to challenge them.
They need to have the hunger to get want the content being presented (Teachers can be a big piece of of inspiration and motivation.)
I sometimes come across teachers that are no longer teachers, it is only a paycheck for them and the passion is gone.
Best place to start is the teachers and reignite their flame of teaching and encourage them to expand themselves, then encourage them to teach and show the growth from doing and testing outside their standard protocols.
Everything is an "assumed truth" until you learn the new one.
Creative thinking and creative action will cause each person to have experiences and content to bring to the table for the next generation.
I could be wrong, but I sense two different perceptions coming through here. One that clearly was reflected in the original question, namely that it is about whether the choice of a way to teach was informed, a result of reasoned professional judgement, and hence carefully made. As stated in the question, it would be completely okay if the novice teacher taught as s/he was taught herself, as long as it is the result of an informed choice. Another perception which seems to think that there are ways of teaching which always are better, and that it is about making the students abandon the old ways and learn to implement the new.
If this is a reasonable observation, then I think the suggested approaches in teacher education may be different depending on from which perception one works.
Another issue is what the steps on the way are, and to what extent they simply mean practicing the end goal, or if there are other ways ...
/Iben
For me there is no problem with older ways of teaching, whatever that really means, as long as the teaching works. I like both the Socratic dialog and Deweys «learning by doing and reflecting». My basic challenge is that the students often copy what they themselves have experienced as teaching without reflecting over if it is good or not so good teaching. Iben Maj Christiansen
Nils Buchholtz I support many of your observations and reflections from your input. I believe there are pedagogical and didactical questions that are not being Lets keep in touch. My PhD was about radical participation in education and research.
Support the answer Kjartan Skogly Kversøy .. Learn to practice and discipline is essential to make students develop.
You have certainly posed a very interesting question . It is true that most teachers use specific life models as a source of practice in their classes, in the present day and age ,however, student teachers should possess the professional knowledge encompassing the salient points of critical pedagogy whose chief aim is to inspire the learners towards justice and equity in their social, educational lives pushing them towards self learning and self monitoring. Student teachers are now well aware of the significance of teacher education, because as Paulo Freire states, “The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves.” This great teaching goal cannot be actualized through copying and imitating the teachers who prospective student teachers had at school.
All students are different and all teaching situations are different. So I think that flexibility is the answer for today's teacher. Especially with the new technology that is being used that provides us with a way a teaching like never experienced before. Teachers cannot imitate entire methods of the old systems, there has to be new methods added. So, this is what education is all about for teachers and students.
Dawn Strait Reza Biria Afraa Ibrahim Rebecca Bodish
Thank you for all of your wonderful input. I might have been a little unclear, because I of course know that many of my students have had excellent teachers through their own education. My point is first and foremost that my students need to reflect more carefully and get aware over how deep their own pupil/student experiences can influence their own teaching.
Development is done by continuous training as well as experience and consultation with the owners of the specialization periodically.
Thanks
It would be excellent if after each session of teaching, teachers could do reflection on how the classes go, how the classroom interaction is, and the overall evaluation. For the future classes, the teacher can do improvement.
If this case seems like a hardwork or teachers do not even see their flaws, we all need to be aware, if not from now, to ask one or two colleagues to join our class. After the class, we can ask their opinions and how we can improve ourselves.
I agree with the opinion that old method is not always bad, in fact we can always refer to anytime needed. It is because there's no such thing as the best method, the correct one is the most appropriate method.
Regarding to the development of the current trends of teaching method, teachers can register themselves and participate in seminars, workshops, and training.
We all seek for knowledge, simply because life never stops teaching.
Ibraheem Kadhom Faroun Shinta Amalia Thank you for your input. It is valuable to me.
Successful teachers are those that have the ability to maximise the learning potential of all students in their class. Developing positive relationships between a teacher and student is a fundamental aspect of quality teaching and student learning.
I share these same concerns. I am particularly concerned that new teachers can spend years of initial teacher education (ITE) but still end up teaching the way they were taught when they were students in schools. This says a lot, as far as I'm concerned, about the nature and quality of ITE. ITE should bring together theory and practice, one feeding into the other in a reflective manner. As a way of doing this, one should also consider bringing 'model' or 'champion' teachers into the lives of student teachers both in schools and in institutions where ITE is taking place. And teacher educators need to be in schools to practice what they teach and guide and lead as necessary. Saying it differently, we need to establish effective and authentic partnerships between schools and ITE institutions. I have explored these issues in a case study about a mathematics teacher who found 'change' after a long time teaching in schools. His ITE experience did not change his beliefs and practices, but his meeting with a motivating new Head of Department was an important turn in his career that not only changed his practices, but also led him to become a promoter among mathematics teachers of innovative teaching strategies. Should anyone be interested in this story of teacher change, here is the reference of the paper which is available on Researchgate:
BUHAGIAR, M.A., 2018. The Mathematics Teacher who became a Promoter of Inquiry-Based Learning: A Story of Teacher Change. Malta Review of Educational Research, 12(1), pp. 31-61.
Michael A. Buhagiar Thank you for your input. I have very similar experiences as you are describing. I will study your article.
I would argue for a dialogue based education where students and teachers can interact with each other and exchange ideas. This will inculcate critical thinking among the learners. We need to move from traditional methods of teaching in which students are passively listening and teachers are dominant to a system of education where both the learners and teachers are on equal footing and participate in the teaching learning process.
Unfortunately, students are made to learn what is taught to them in the classroom environment whether they like it or not. The need of the hour is that students should be made part of teaching-learning process by involving them in critical thinking and self reflection.
- Badges
- Science method
- Similar topics
- Teaching