Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums

Saariaho, Emmi; Toom, Auli; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi

doi:10.1016/j.tate.2019.06.003

Cited by 39 publications

(23 citation statements)

References 23 publications

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“…When teachers have the opportunities to encounter and overcome professional challenges with their peers and also with students in a good and safe atmosphere, they are more likely to co-regulate their learning with their peers and students [15,67]. While co-reflecting on their learning, they have the opportunity to identify the competencies they need to learn and build strategies for acquiring these competencies in the future.…”

Section: Enhancing a Teacher's Professional Agency And Meaningful Learning Of Competencies In Teacher Education And In The Professionmentioning

confidence: 99%

Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

et al. 2021

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Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?

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Section: Enhancing a Teacher's Professional Agency And Meaningful Learning Of Competencies In Teacher Education And In The Professionmentioning

confidence: 99%

Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

et al. 2021

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“…Authentic learning is a learning approach that enables students to explore, discuss, and build meaningfully concepts and relationships which involve real problems and projects that are relevant to them (Ciolan & Ciolan, 2014;Saariaho, Toom, Soini, Pietarinen, & Pyhältö, 2019). By providing real experiences for students and connecting them with appropriate material, authentic learning approach will make learning meaningful for students so that they are expected to be able to absorb more knowledge to the maximum (Iucu & Marin, 2014;Keinänen, Ursin, & Nissinen, 2018;H.…”

Section: A R T I C L E I N F Omentioning

confidence: 99%

“…This shows that science learning with an authentic inquiry learning approach allows students to hone the students' ability in building new knowledge and developing scientific attitudes, especially the curiosity attitude based on real experience that they have done. the authentic inquiry learning approach facilitates students to explore, discuss, and build meaningfully concepts and relationships which involve real problems and projects that are relevant to them (Ciolan & Ciolan, 2014;Dobber et al, 2017;Saariaho et al, 2019;Şimşek & Kabapinar, 2010;Veloo et al, 2013).…”

Section: Stage 8: Drawing Conclusionmentioning

confidence: 99%

Students’ curiosity profile in excretion system topic taught using authentic inquiry learning

Mouromadhoni

Atun

Nurohman

2019

JPBI

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Curiosity is a basic important aspect encourages students in finding various information which, in turn, aid them to encompass the concept learnt. This descriptive research aimed at elaborating the curiosity profile of junior high school students in science learning, particularly in excretion system topic who were taught using the authentic inquiry learning. This research was conducted at SMP Negeri 14 Yogyakarta with 32 of eight graders as the subjects. The instrument used was curiosity response questionnaire. The data obtained was analyzed using percentage. The results showed that the average of curiosity achievement obtained was categorized as strong (75%). However, the comparison of implementations between the authentic inquiry learning and the other learning models are needed to get more comprehensive information.

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“…Therefore, learning activities in the classroom as a challenge for teachers especially young teachers to find effective teaching styles that enable them to be involved and can inspire their students (Kashiwagi & Tomecsek, 2015). The teacher's contribution to the learning of students and the diverse social learning situations in the classroom play an important role when learners learn and how to manage the learning process of students themselves (Saariaho, Toom, Soini, & Pietarinen, 2019). Therefore, the government is selective in recruiting teachers to teach in schools.…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Policy Using Dangdut Music to Support Classroom Learning

Rusdyaningtyas¹,

Hanum²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Every teacher has their own strategy in managing their class. In addition, in the learning process, teachers need new innovations that can arouse students in the class. This study aims to determine the teacher's policy in managing class using dangdut music rhythm to support the learning process in the classroom. The research method used is a qualitative research method with a phenomenological approach. The results obtained based on this study were easier for students to memorize learning material by using the dangdut music rhythm. The combination made by the teacher is the rhythm of the music that is often heard by students with learning material. In addition, students are more enthusiastic, easy to understand learning material, and able to improve students' memory of the material learned in class. This research is also one of the teacher's strategies to be creative in using learning methods in the classroom.

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Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums

Cited by 39 publications

References 23 publications

Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

Professional Agency for Learning as a Key for Developing Teachers’ Competencies?

Students’ curiosity profile in excretion system topic taught using authentic inquiry learning

Teacher’s Policy Using Dangdut Music to Support Classroom Learning

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