Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice

Ingen, Sarah van; Ariew, Susan

doi:10.1016/j.tate.2015.07.001

Cited by 14 publications

(11 citation statements)

References 25 publications

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“…The theme of accessibility to learning resources supports the observation of van Ingen and Ariew (2015) that to prepare preservice teachers to engage in the complex research process, they had to foster collaboration with librarians and http://ijlter.org/index.php/ijlter other groups as a learning resource to develop information literacy skill thereby gaining higher achievement. This essential skill is viewed as the beginning step of the process of linking research to teaching practice.…”

Section: Discussionmentioning

confidence: 71%

“…Several studies in the literature focusing on preservice teachers' undergraduate research experiences during traditional in-class learning highlights the benefits that students gained from the process of doing research supported by various enabling factors (Ulvik, 2014;Linn et al, 2015;Stanford et al, 2015;van Ingen & Ariew, 2015;Gilmore et al, 2015;Ruth et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

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Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Picardal

Sanchez²

2022

IJLTER

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Undergraduate research as a high-impact educational practice aims to develop the personal and professional growth of preservice teachers and prepares them to be effective practitioners in the field. With the sudden shift in instructional delivery, a dearth of studies focusing on students’ experiences in conducting research in the online learning environment is observed. This study examined the experiences of 80 preservice teachers from a teacher education institution implementing a pure online instructional delivery in conducting educational research through descriptive phenomenology. Their narrative accounts were obtained through their post-assessment reflective journal with seven guide questions and were analyzed using thematic analysis. Their nuances articulated that students' prior knowledge and experiences in research, presence of support groups, availability of learning resources, and perceived benefits were the enabling factors for their learning success. However, there were also challenges along the way such as communication barriers, lack of resources, overlapping responsibilities, and the quality of their output and performance. The presence of a supportive virtual learning environment and online learning community is critical to learning outcomes and the quality of learning experiences.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Picardal

Sanchez²

2022

IJLTER

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“…Pre-service teachers could not be knowledgeable about information literacy by taking a course. Rather, this knowledge only came from practicing these skills in classes and class assignments (Van Ingen & Ariew, 2015;Anafo & Filson, 2014). Noelle (2019) found that new teachers may struggle with modifying their practices and when something goes wrong.…”

Section: Discussionmentioning

confidence: 99%

Comparing Practice Between Working Standard and Personal Working Standard of Teachers Who Are Certified by Attending Professional Teacher Knowledge Standard Workshop

Phusee-orn¹

2021

IES

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The purposes of this research are to compare the practice between working standard and personal working standard of teachers who are certified by attending professional teacher knowledge standard workshop held by the teachers’ council who are different in gender, age, ways of knowledge certified and teaching according to/not according to educational certificate background. The samples are 246 research participants certified by attending professional teacher knowledge standard workshop of the teacher’s council: Developmental division of the Faculty of Education, Mahasarakham University. Sampling operated by using Multi-Stage Random Sampling. Teachers’ data collection are self-evaluation and with school directors also as informers. Research instrument are piloted quality inspected questionnaire indicated by Item Total Correlation and Reliability of Cronbach. Data are analyzed by using X, s.d., t-test: independent samples, One way ANOVA, and multiple comparison of Scheffe. The research found that: 1) Overall, the female teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council follow teaching standard in the academic activities facets on professional teacher’s development and self-practice standard and ethic is higher than male teachers with statistically significant at the .05 level. 2) Teachers who with age differences follow the standard of being a good role model for the students. They work cooperatively with others in the community creatively. Personal practice standard about ethic to society is different with statistically significant at the .05 level. 3) Teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council foster on teacher professional development and immensely develop the students to their full potential more than transferring method with statistically significant at the .05 level. 4) Teachers who teach according to educational certificate background practice according to the standard professional teacher on designing learning activities with the students in mind. They thrive so as to make every opportunity to be for learning. They also have higher ethic than teachers who are not teaching according to their educational certificate background with statistically significant at the .05 level.

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“…An important aspect of moving towards an industry sustainable development is to promote self-regulated learning strategies adjust Industry 4.0 & 107 Curriculum Reform. Pre-teachers strengthen the self-regulated learning strategies is important who teaching profession and industry practice ability of the vocation practice course (Hoffman, Wetzel, Maloch, Greeter, Taylor, DeJulio, & Vlach, 2016;Ingen & Ariew, 2015;Macià & García, 2016). In view of the practical needs and 107 Curriculum Reform, the vocation education curriculum content of the professional subjects is influenced by the industrial development trend (Janssen, Grossman, & Westbroek, 2015;Kilday, Lenser, & Miller, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…It is important to understand pre-teachers' views of self-regulated learning strategies in the vocation and technology education of human cultivation and industry connotation (Ruttan, & Nordgren, 2016). The review of the literature reveals that the research studies conducted in the context of self-regulated learning strategies and applications have measured attitudes and behavior of pre-teachers regarding environmental orientation, behavioral orientation and process orientation self-regulation (Ingen & Ariew, 2015). Scholars researchers classify self-regulation learning strategies there are environmental orientation, behavioral orientation and process orientation self-regulation.…”

Section: Introductionmentioning

confidence: 99%

A Measure of Pre-teachers’ self-regulation learning strategy :Adjust Industry 4.0 & 107 Curriculum Reform

Chou¹,

Shen²,

Hsiao³

et al. 2018

IJPES

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This study describes the development and validation of self-regulated learning strategies scale, a 30-item scale that measures pre-teachers self-regulated learning strategies toward Industry 4.0 & 107 Curriculum Reform. A total of 476 pre-teachers completed the questionnaire. A pilot study (n= 120) was examined factorial validity and reliability of questionnaire and study objects (n= 356) used confirmatory factor analysis. The Self-regulated learning strategies Measure (SLSM) has three-factor model (Environmental Orientation, Behavioral Orientation and Process Orientation Self-regulation) was fit using maximum likelihood estimation (MLE). The self-regulated learning strategies scale could be useful for understanding the ways in which teachers think about self-regulation learning issues and could be used to investigate the relationship between other variables. The applications of the SLSM were discussed.

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Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice

Cited by 14 publications

References 25 publications

Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Pre-service Teachers Reflection on their Undergraduate Educational Research Experience through Online Instructional Delivery

Comparing Practice Between Working Standard and Personal Working Standard of Teachers Who Are Certified by Attending Professional Teacher Knowledge Standard Workshop

A Measure of Pre-teachers’ self-regulation learning strategy :Adjust Industry 4.0 & 107 Curriculum Reform

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