Challenges and Support for Pre-service Teachers’ Virtual Teaching and Practicums: Implications for Bahamian Educational Systems

Hunter-Johnson, Yvonne; Newton, Norrisa; Gardiner-Farquharson, Beulah; Munnings, Janice; Bandelier, Neresa; Butler, Faith; McDonald, Tarah; Swann, Natasha; Edgecombe, Raquel

doi:10.15362/ijbs.v27i0.433

Cited by 5 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Coping with pupil problem behaviour is a challenging area of classroom management, but not only novice teachers in Slovakia but also abroad (Nagyová, 2016;Hong, 2012;Johansen et al, 2011) specifically perceive their lack of preparedness to prevent and deal with pupil problem behaviour. Similar is the case with preparation for working with pupils with special educational needs (Oliver, Reschly, 2010;Hunter-Johnson et al, 2014) and keeping pedagogical documentation (Bacúšan Nevolná, 2023;Havlík, 2003;Vítečková, Gadušová, 2015).…”

Section: Context Of the Research And Objectivesmentioning

confidence: 83%

Educational Needs of Form Teachers in Primary and Secondary Schools in Slovakia: Pilot survey results

Záhorec,

Hašková,

Gunčaga

2024

R&E-SOURCE

View full text Add to dashboard Cite

An innovative approach to delivering pre-service teacher training to student teachers in individual areas is considered crucial in the smooth digital transformation of education in Slovakia. One of the major shortcomings of the current pre-service training of student teachers is the fact that not all higher education institutions involved in the teacher trainee preparation have incorporated into the relevant part of the curricula the area of acquisition of specific competences of the form teachers with such accent as the requirements of practice would require. The authors present the conceptual and methodological background of a pilot sample survey focused on self-assessment of the educational needs of form teachers at the secondary level of education in Slovakia. The specification of the assessment areas was based on extensive research of available literature, as well as on personal discussions led by different experts.

show abstract

Section: Context Of the Research And Objectivesmentioning

confidence: 83%

Educational Needs of Form Teachers in Primary and Secondary Schools in Slovakia: Pilot survey results

Záhorec,

Hašková,

Gunčaga

2024

R&E-SOURCE

View full text Add to dashboard Cite

show abstract

“…If teachers are striving to ensure all students achieve the larger goals of education, then a combination of DI/EI and social constructivist practices should be seriously considered. Some teachers have a negative perception of inclusive education, partly due to a lack of intrinsic motivation to teach students with disabilities (Hunter- Johnson et al, 2014) as well as the belief that students with disabilities will negatively impact the ability of neurotypical students to learn (Yilmaz & Yeganeh, 2021). Teachers' negative perceptions towards students with disabilities can be associated with lower learning outcomes for these students (Hunter-Johnson et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Some teachers have a negative perception of inclusive education, partly due to a lack of intrinsic motivation to teach students with disabilities (Hunter- Johnson et al, 2014) as well as the belief that students with disabilities will negatively impact the ability of neurotypical students to learn (Yilmaz & Yeganeh, 2021). Teachers' negative perceptions towards students with disabilities can be associated with lower learning outcomes for these students (Hunter-Johnson et al, 2014). However, if teachers become cognizant of the benefits derived from a combination of DI/EI and social constructivist practices, then any negative perceptions towards inclusive education may be altered, subsequently creating a healthy environment for students with disabilities to attain educational goals.…”

Section: Discussionmentioning

confidence: 99%

Direct/Explicit Instruction and Social Constructivist Practices in The Inclusive Classroom

Matthews

2024

in education

View full text Add to dashboard Cite

Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students to meet educational outcomes. This review focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructive approaches, and their effects on the inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines are explored. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance the argument for using a variety of evidenced-based practices within the inclusive classroom. Keywords: Inclusive education, direct instruction, explicit instruction, socialconstructivism.

show abstract

“…Evidence-based datum has repeatedly validated the significance of policy-making that facilitates uninhibited opportunities for networking and collaborating as regards to educational personnel. Networking and collaboration improve not only the continuous interconnection and knowledge exchange, but further enhance understanding, build security, and provide emotional support among each other (Hunter-Johnson et al, 2021). In this process, parents' association(s) can act as a community of advocates for disabled students' rights and their representation (by students themselves).…”

Section: Networkingmentioning

confidence: 99%

Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Vlachou

Kalaitzi²,

Toulia³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

BackgroundThe impact of the COVID-19 pandemic on educational systems has caused a profound shift in the organization and delivery of education worldwide. The effects of the pandemic crisis on educational systems proved to be detrimental for students with disabilities, highlighting not only the looming social and educational inequalities but also the huge gap in organizational preparedness for education, including identifying the main areas (domains) of preparedness that guide the process of organizational preparedness and the sub-themes (indicators) per domain that help educational organizations to evaluate their level of preparedness and to identify potential gaps and set priorities for preparedness planning.MethodsScoping review with thematic analysis was performed on literature published from 2010 to 2022. Six scientific databases (PsycInfo, Web of Science, Eric, Scopus, Proquest, JSTOR) and one academic search engine (Google Scholar) were examined in order to identify publications (peer-reviewed and preprint) in English. The search strategy and robust eligibility criteria were defined by the authors, who also performed screening of the papers, eligibility decisions, and key data extractions. A thematic analysis was applied to define the organizational preparedness domains and indicators per domain, informed by a system thinking approach for educational organizations. Conflicts were collaboratively resolved after each step. All members of the research team were involved in the data synthesis.ResultsFrom 1,564 publications identified, 216 were included in the final analysis. Six domains and 14 indicators were identified.ConclusionThe organizational preparedness in educational organizations in pandemic crisis times needs to be prioritized in the educational policy agenda, drawing special attention on students with disabilities. The identified preparedness domains and indicators may guide the policy dialogue and inform accordingly a system thinking change approach in education and disability.

show abstract

Challenges and Support for Pre-service Teachers’ Virtual Teaching and Practicums: Implications for Bahamian Educational Systems

Cited by 5 publications

References 26 publications

Educational Needs of Form Teachers in Primary and Secondary Schools in Slovakia: Pilot survey results

Educational Needs of Form Teachers in Primary and Secondary Schools in Slovakia: Pilot survey results

Direct/Explicit Instruction and Social Constructivist Practices in The Inclusive Classroom

Organizational preparedness domains and indicators of educational organizations for students with disabilities in pandemic times: A scoping review

Contact Info

Product

Resources

About