Disruptive design in pre-service teacher education: uptake, participation, and resistance

Anderson, Janice; Justice, Julie Ellison

doi:10.1080/10476210.2015.1034679

Cited by 9 publications

(7 citation statements)

References 46 publications

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“…The demands on pre-service teachers after the Covid-19 pandemic are greater because they must have various learning innovations. Therefore, this research supports Anderson and Justice (2015) study that for pre-service teachers to have learning innovation and motivate students to learn, they must also receive the necessary teaching training. Thus, virtual reality helps them to have basic teaching skills in the classroom (Dong, 2016).…”

Section: Discussionsupporting

confidence: 75%

“…Several previous studies have shown that pre-service teachers in the current technological era must have digital literacy skills and good technology use skills (Satriana et al, 2022;Van Allen & Zygouris-Coe, 2019;Lohnes Watulak, 2016). In addition, pre-service teachers must also have a variety of learning innovations that can motivate students in learning (Anderson & Justice, 2015). So, at LPTK there are microteaching activities for pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality-Based Instructional Media through Enriched Virtual Classroom in Microteaching

Kustandi,

Yatimah,

Rugaiyah

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Current technological advances challenge educational institutions to create innovative learning. Therefore, one way to create innovative learning can be done by developing technology-based learning media models. This research aims to develop innovative learning in higher education using virtual reality-based instructional media through enriched virtual classroom in microteaching courses. The Integrative Learning Design Framework (ILDF) development model is used in this study. Data was collected by distributing questionnaires to media and material experts from educational technology study program to conduct product trials and in-depth interviews with five students and a microteaching lecture at Universitas Negeri Jakarta. The result shows that the virtual reality model can be the ease and achievement of microteaching learning objectives. This research has implications for microteaching learning models for pre-service teachers so that they can provide teaching experience with minimal risk and encourage learning innovation through educational technology.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Virtual Reality-Based Instructional Media through Enriched Virtual Classroom in Microteaching

Kustandi,

Yatimah,

Rugaiyah

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

View full text Add to dashboard Cite

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“…Online-based learning has several advantages for teachers. It encourages teachers to participate in interactive learning (Hamilton et al, 2001;Mumford & Dikilitaş, 2020), which can be done anywhere and anytime (Zhang & Liu, 2019); it becomes information technology literacy for teachers to improve their learning management skills independently and open opportunities for good collaboration with teachers in other areas or experts in a field of science (Glava & Glava, 2011; 409 Krutka et al, 2014;Prenger et al, 2017); it is more practical and flexible because it does not require formal classrooms; the approach used is a blended learning implementation (Han et al, 2019); delivery of material can be done online tools such as photos and videos (Anderson & Justice, 2015;Bayram, 2012); the learning process can be documented or recorded, so learning material can be stored in digital form; it is less paper or other stationery However, in online learning in Indonesia, there are still some challenges. Indonesia is an archipelago that consists of many small isolated islands and a lack of facilities and infrastructure.…”

Section: Discussionmentioning

confidence: 99%

Covid-19 Pandemic: Impact on skill improvement of the Indonesian teachers in using online learning applications

Arif

Azhar

2021

ELS-JISH

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The Covid-19 outbreak was first confirmed to have infected 2 Indonesians on March 2, 2020. Indonesian schools began to close in mid-March, face-to-face teaching, and the learning process turned into online learning. Since then, the use of online learning applications increased significantly. The objective of this study was to investigate the benefits of using online learning applications for Indonesian teachers. Data collection by distributing online questionnaires in Google form to teachers joining online training, online exam preparation questions organized by the LPPPTK KPTK, opened the link on May 14 and closed on May 27, 2020. 911 participants giving responses came from 32 provinces of 34 in Indonesia. Data were processed with SPSS software version 26.0. A univariate analysis was chosen to describe the frequency distribution and percentage of each variable. Spearman's correlation coefficient, r, was used to evaluate the association among the variables, and a two-tailed p < 0.05 was considered the statistically significant relationship between sample characteristics, the benefit of online training substance, and the developing teacher skills in using several online learning applications during the Covid-19 pandemic. Respondent areas mapping used geographic information system (GIS), assisted by ArcGIS 10.3 software. The results confirmed that 748 (82.11%) teachers said that more learning applications were mastered during the pandemic compared to before Covid-19 infection. The gender, education, school level, and region didn’t influence skill improvement in using online learning applications. But it was largely determined by the online training substance, the significance value < 0.05, and the degree of relationship 0.90.

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“…Both the course design and the implementation were centred around the MTEs' own "theory of change", grounded in the stance that subject knowledge per se is not a main consideration for the facilitation of practical, inquiry-based and theoretical work that values and develops students' mathematical knowledge and mathematical thinking. We summarise the theory of change here, focusing in particular on how the course designer aims to use confrontation to disrupt teachers' preconceptions [23] and promote a radical change in their practice (for a detailed account, see Eriksen and Solomon [24]). Drawing on a Realistic Mathematics Education philosophy [25], Silje and Daniel aimed to enable participants to develop a reform-based approach by:…”

Section: Methodsmentioning

confidence: 99%

“…Having systematically looked for problems of practice in both datasets, we continued our analysis of dataset one by identifying teachers' assumptions about their cause and what would constitute "help" (in terms of learning), that is, their framing of their particular problems of practice. In the analysis of dataset two, we drew more interpretively on Anderson and Justice's definition of disruption as "an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context" ( [23] p. 401). In doing so, we identified disruptions as described by the teachers when comparing differences between their previous experiences of, and beliefs about, teaching and the teaching approaches and activities advocated and used in the course.…”

Section: Individual Interviewsmentioning

confidence: 99%

Teacher Learning towards Equitable Mathematics Classrooms: Reframing Problems of Practice

Solomon,

Eriksen,

Bjerke

2023

Education Sciences

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This study responds to the debate on understanding and evaluating teacher learning in professional development programmes, with particular reference to the development of equitable mathematics classrooms. Conducted in the context of a year-long PD mathematics programme for primary teachers in Norway, designed to disrupt teachers’ assumptions about mathematics pedagogy and how it relates to students’ mathematical thinking, this study takes teachers’ entry goals as its point of departure. Sixteen teachers participated in interviews at the end of the course. Recognising the situated nature of the development of pedagogic judgement in our analysis of teachers’ reflections on their learning, we report on the shift in their “problems of practice” towards actionable concerns about student inclusion. We argue that this shift underpins a fundamental change in their assumptions about teaching and learning and a critical stance towards their own professional practice, suggesting an important indicator of what constitutes sustainable professional development for critical mathematics education.

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Disruptive design in pre-service teacher education: uptake, participation, and resistance

Cited by 9 publications

References 46 publications

Virtual Reality-Based Instructional Media through Enriched Virtual Classroom in Microteaching

Virtual Reality-Based Instructional Media through Enriched Virtual Classroom in Microteaching

Covid-19 Pandemic: Impact on skill improvement of the Indonesian teachers in using online learning applications

Teacher Learning towards Equitable Mathematics Classrooms: Reframing Problems of Practice

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