Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Näykki, Piia; Kontturi, Heikki; Seppänen, Veikko; Impiö, Niina

doi:10.1080/02607476.2021.1904777

Cited by 16 publications

(9 citation statements)

References 38 publications

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“…The synchronous setup allows both teachers and students to stay productive despite the limitations. To [48] on their espoused teachers-as-learners continuous learning model, teachers, with the most moves, with the knowledge of education technology, have the most options. These options, in turn can have the most significant degree of influence on their students.…”

Section: B Discussionmentioning

confidence: 99%

Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

Bacus,

Dayagbil,

Monacillo

et al. 2022

IJIET

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The study evaluated the higher education institutions (HEIs) emergency remote instructional delivery using the context, input, process, product (CIPP) evaluation model. To determine the responses of HEI administrators and teachers in terms of the four CIPP elements, the sequential explanatory mixed-method design was used. Teachers' digital competence (n=108) obtained through the modified SELFIE tool was analyzed using descriptive statistics. Interview data from the teachers (n=7) and administrators (n=6) were analyzed using Braun and Clarke's thematic analysis steps. Findings revealed three themes for context evaluation: materials and connectivity for learning continuity, leadership and technology infrastructure, and technological capability. Teachers' digital competence, support and resources, and curriculum and instruction were the identified themes on input evaluation. Analysis of the process led to identifying the two themes: a call for action and the culture of change. The result of the product evaluation revealed flexibility, resilience, self-helpfulness, and interdependence. The acknowledgment of the unique context, input, and support obtained during the critical period of transitioning to emergency remote teaching led to the desired educational pathways in teaching and learning amidst and beyond the pandemic. The emerging remote teaching realities will strengthen the technological capabilities of the institution to enhance teachers’ and students’ digital competencies.

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Section: B Discussionmentioning

confidence: 99%

Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

Bacus,

Dayagbil,

Monacillo

et al. 2022

IJIET

View full text Add to dashboard Cite

show abstract

“…Scholars have studied pre-service teachers and student teachers as individuals and investigated how they construct their teacher identity (Deng et al, 2018; Iversen, 2021; Katwijk et al, 2021; Laletas & Reupert, 2016; Näykki et al, 2021; Yuan et al, 2019). For example, a research project on secondary pre-service teachers’ responsibility to care for students found that neither pedagogy nor discipline strategies would be effective without care, which raises training implications and suggestions for future research into training these teachers (Laletas & Reupert, 2016).…”

Section: Research Literature On Pre-service Teachersmentioning

confidence: 99%

When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools

2022

Sage Open

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Every year, a number of Chinese undergraduates from urban teacher universities are selected as volunteer pre-service teachers to teach in schools located in underdeveloped rural areas. In this qualitative case study, the researchers explore four pre-service teachers’ 1-year experience as volunteer educators in rural schools, their communities of practice in the south and west of China, and present their reflections on the challenges, including how their responses (re)shaped their teacher identity. It is found that these pre-service teachers have built their social capital through rural teaching experience, and they have begun to construct their professional teacher identity within that transitional community of teaching practice. The paper contributes to discussions of pre-service teacher education and pre-service teacher identity construction in the context of secondary education in rural China and in other parts of the world.

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“…Teachers have dual responsibilities, to not only improve their own socio-emotional competence, but also to support the development of their students' competences from the very beginning of their career (Hagenauer et al, 2015). Professional development in terms of socio-emotional competence is a longlasting process, starting from initial teacher education and continuing during the teaching career (Richter et al, 2011;Niemi and Nevgi, 2014;Kyndt et al, 2016;Häkkinen et al, 2017;Näykki et al, 2021a). Particularly teaching practice offers ideal opportunities and building blocks for professional and socioemotional competence development (Colasante, 2011;Hascher and Hagenauer, 2016).…”

Section: Introductionmentioning

confidence: 99%

Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum

2022

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This study explores video as a tool for student teachers in reflecting upon their own teaching practice. The particular interest is in exploring, what kind of socio-emotional experiences did the student teachers describe during the video-assisted collaborative reflection and what benefits student teachers experienced through the video-assisted collaborative reflections? The study implements a video-observation model (Participatory and Empowering Video Analysis- model, PEVA™) developed for a professional teacher education programme and investigates the model from student teachers’ perspective. The participants are student teachers in an international professional teacher education programme (n = 24) at a university of applied sciences. Student teachers video recorded their own teaching sessions displaying their work in different roles: teacher-led content specific instructions, group working sessions and individual student guidance and tutoring sessions. Student teachers were advised to annotate their own videos with a video-reflection tool by focussing on socio-emotional interactions, non-verbal elements of interaction and moments, where students felt successful and empowered. In addition to self-reflection, videos were viewed and annotated by a peer student and a teacher educator. After the phases of reviews and annotations (self-,peer-, and teacher annotations), an hour-long collaborative reflective feedback discussion was held either face-to-face or online. These sessions were facilitated by the teacher educator, involving the videoed student and the reviewing peer. Video annotation data was transcribed, and, in addition, the student teachers’ reflective writings (54 pages) and teacher educators’ notes of the reflective feedback sessions (20 pages) were used as data. The results of this study indicate that student teachers viewed the video reflection process as helpful in making socio-emotional experiences visible and tangible. The video annotation tool was recognised as useful for indicating socio-emotional experiences and making them more concrete thus resources for reflection. A combination of own, peer’s and teachers’ annotations functioned as a collaborative tool for increasing awareness of different socio-emotional experiences. By observing videos of their own teaching as well as teaching videos of their peers, student teachers were able to evaluate teaching situations holistically and observe connections of their own socio-emotional behaviours to their students.

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Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Cited by 16 publications

References 38 publications

Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools

Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum

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