363 research outputs found
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Online instruction in large scale sport sociology courses: A collective autoethnography
No full textFour instructors reflect on teaching large scale online sport sociology courses at a major Midwestern public research university in the Trump era. We provide an autoethnographic perspective from the perspective of one faculty member, one doctoral candidate, one doctoral student, and one first year doctoral student of some happy surprises as well as major and common pitfalls in attempting to engage and teach undergraduate students in critical analysis of sport through two separate courses with enrollments of 750 each. We also reflect on the role of the institution and the role of the instructor as they complement and contradict each other. This includes our engagement in course group-discussion assignments with students who represent a range of political standpoints and our attempts to support underrepresented students in those class discussions
Factors to consider for the successful implementation of video for professional learning
No full textPhenomenologically unpacking teacher's perceptions of their 'best' teaching experiences
No full textThis article reports on phenomenological research which explored meanings and understandings that were taken for granted within teachers self-selected best teaching experiences. The research occurred within a pre-service Early Childhood Education teacher education course. This research was designed to understand teacher’s perceptions of their best teaching experience, having previously used Appreciative inquiry to ascertain students’ perceptions of their best experiences within the course (Giles & Kung, 2014). In this inquiry, the research sought deeper ontological understandings of being in these ‘best moments’. The analysis enabled four phenomenological themes to be identified: the preparation for relationships, the privileging of experiential pedagogies, the priority of experiences as foundational to teaching and the life of genuine engagement. Teacher’s perceptions of their best experiences related to their preparation and readiness for teaching, along with an ongoing concern of aligning practice to a clearly articulated teaching approach
Te reo Māori ka rere: ‘Talknology’ and Māori language as a language of choice
No full textThis opinion piece aims to grow awareness of a range of technological initiatives that are supporting Māori language regeneration. These initiatives have been chosen because they have communities of users. This piece could be useful to educators who want to learn about the options that are available in this area, or students of Māori language for similar reasons.
Task-based language teaching with smartphones: A case study in Pakistan
No full textIntegration of technology in task-based language teaching (TBLT) has long been a source of attraction for language teachers (Pierson, 2015). In the case of developing countries, such as Pakistan, mobile phones are the modern form of technology commonly available at low cost to individuals as well as institutions. The present descriptive case study explores the impact of ubiquitous smartphones and a TBLT approach on students’ and teachers’ perception and motivation in improving English writing skills. A mixed method approach was used to explore the qualitative and quantitative data. Smartphones were used to complete writing tasks on blogs. The results of the study reveal that using smartphones, combined with a TBLT approach, created learning environments which promote self-confidence and interaction with the teacher and peers. It also helped the teacher in providing individual feedback to the students, improving students’ engagement in learning tasks as well as self-expression in English.
The rewards of professional change: Two primary school teachers’ experiences of transforming outdoor education
No full textEmbarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers’ and school leaders’ accounts of professional learning and change in recent issues of this journal have suggested it can be both risky and rewarding, with a range of impacts and outcomes for all involved. In this paper I pick up on the notion of the possible rewards of professional change, drawing on the experiences of two generalist primary school teachers engaging in curriculum and pedagogical change in outdoor education within the Health and Physical Education learning area. Specifically, the contributions of outdoor-based learning in a local bush reserve to teachers’ own sense of personal wellbeing and rejuvenated sense of professional identity are explored. Here I speculate about the potentially renewing components of professional change in outdoor education in HPE for teachers themselves
Educating new teachers for culturally complex classrooms
No full textNew Zealand schools are rapidly gaining complexity as cultural and linguistic difference accelerates.Disparities in learning outcomes for students are often sharply defined, at least in part, in terms of ethnicity. This is unacceptable.Recent research focusing on what actually happens in classrooms, particularly in respect of Maori students, is helping to clarify both the causes of these inequities and the remedies for them.This research indicates clearly that the teacher, pedagogy, and the quality of relationships are key factors.A major challenge facing teacher educators is how to prepare new teachers for this reality.This paper explores that challenge in the context of pre-service teacher education
Thoughtful practice: Taking professional development a step further
No full textThis paper reports on a follow-up study of one teacher, two years after she participated in a numeracy staff development contract based on the Cognitively Guided Instruction (CGI) philosophy.The discussion is based on classroom observations and a semi-structured interview focusing on Ms Smith's perspective on the experience. She explains how she uses the research-based knowledge about the development of children's mathematical thinking gained from professional development to inform the teaching and learning of mathematics in her classroom.This single case study is used to give some insight into reflective practice, self-sustaining and generative change in the teaching of mathematics, and professional development
"Clearing the track". Priority and process in assisting students to choose careers
No full textThis paper describes a secondary school careers intervention.The core components are systematic identification of students according to need, individual counselling, and a personalised work and training exploration programme.The intervention fits within a comprehensive careers and transition scheme and it enhances school and community relations as well as supporting students to make meaningful career choices
