Relevant bibliographies by topics / Teaching experiences

Academic literature on the topic 'Teaching experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Teaching experiences"

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Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (June 30, 2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

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Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.
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McKeachie, Wilbert J. "Teaching, Teaching Teaching, and Research on Teaching." Teaching of Psychology 14, no. 3 (October 1987): 135–39. http://dx.doi.org/10.1207/s15328023top1403_1.

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Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.
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Walther-Thomas, Christine S. "Co-Teaching Experiences." Journal of Learning Disabilities 30, no. 4 (July 1997): 395–407. http://dx.doi.org/10.1177/002221949703000406.

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Riyanti, Dwi. "TEACHING WITHOUT STUDENTS: EFL PRE-SERVICE TEACHERS’ EXPERIENCES TEACHING IN PANDEMIC TIME." Journal of English Educational Study (JEES) 4, no. 2 (November 30, 2021): 122–30. http://dx.doi.org/10.31932/jees.v4i2.1130.

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Since the outbreak of the Covid-19 pandemic, teaching and learning activities have changed dramatically. Within the Indonesian context, for example, beginning March 2020, the Indonesian government applied a social distancing policy. The situation forced both students and teachers to study and teach from home as the schools were closed to prevent the spread of the Coronavirus. This included how pre-service teachers learnt to teach. Intended to explore pre-service English teachers’ experiences related to their teaching practicum in this pandemic time, this paper focuses on gaining in-depth information related to how the research participants view their experiences during a microteaching class at an Indonesian university. The study involved six pre-service teachers who took the microteaching class. The main data were collected from pre-service teachers through written reflection and from an open-ended questionnaire. In addition, recorded videos of participants’ teaching practices were also used to triangulate the data. Data analysis was qualitatively to see the emerging themes. The findings indicates that teacher candidates in the study view their microteaching experiences as both positive and negative ways. They consider it as a positive experience as they could have high confidence in teaching. It is a negative experience because they did not have experience managingthe classroom. Despite their mixed experiences, the participants in the study still consider their teaching practice experiences to be useful in preparing their teaching practicum at schools.
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Kuit, Judith A., Gill Reay, and Richard Freeman. "Experiences of Reflective Teaching." Active Learning in Higher Education 2, no. 2 (December 2001): 128–42. http://dx.doi.org/10.1177/1469787401002002004.

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Thönnissen, Udo, and Nik Werenfels. "Reciprocal Frames – Teaching Experiences." International Journal of Space Structures 26, no. 4 (December 2011): 369–71. http://dx.doi.org/10.1260/0266-3511.26.4.369.

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Simons, Mathea, Marlies Baeten, and Claudio Vanhees. "Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching." Journal of Teacher Education 71, no. 1 (August 10, 2018): 24–40. http://dx.doi.org/10.1177/0022487118789064.

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During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
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Jarrett, Kendall, and Richard Light. "The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts." European Physical Education Review 25, no. 2 (January 22, 2018): 565–80. http://dx.doi.org/10.1177/1356336x17753023.

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This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.
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Howlett, Kristina, and Huong Nguyen. "Autoethnographic Reflections of an International Graduate Teaching Assistant’s Co-Teaching Experiences." Journal of International Students 10, no. 2 (May 15, 2020): 401–19. http://dx.doi.org/10.32674/jis.v10i2.774.

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This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdependence, mentoring, improving interpersonal skills, and shifting perspectives. The findings uncovered how the co-teaching experience cultivated and sustained an IGTA’s personal awareness of self and others through guided reflection on instructional practices to improve teaching and learning.
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Hos, Rabia, Halil Ibrahim Cinarbas, and Hatice Yagci. "A Head-Start to Teaching." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 68–84. http://dx.doi.org/10.4018/ijtepd.2019070105.

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This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early field experiences are critical in forming the pre-service teacher beliefs and philosophies of pre-service teachers, so they should be designed carefully to meet their needs.
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Dissertations / Theses on the topic "Teaching experiences"

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Cardoso, Francisco. "Optimal teaching experiences : phenomenological route for effective instrumental teaching." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020702/.

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The discussion about effective instrumental teaching in specialist music education started in the 19th century, with the foundation of the modern conservatory, and has become progressively stronger recently. Research on effective teaching has focused mainly on trying to identify effective teaching descriptors (e.g. feedback, teaching pace and intensity, goal setting). Although while describing the effects of each descriptor several intersections with other descriptors have been observed, no research has yet been produced with the goal of trying to identify effective teaching from a perspective that integrates effective teaching descriptors into one single unit of analysis, that integrates into one observable single phenomenon the ability to adopt a range of strategies purposefully, promptly, and efficiently, in response to the needs that arise throughout any instrumental lesson. To start investigating the possibility of phenomenologically observed effective teaching, existing knowledge about positive subjective experiences like Maslow's peak experiences and Csikszentmihalyi's flow experiences was explored. The conditions needed to trigger peak and flow experiences seemed to have much in common with the results obtained in most of research on effective music teaching. The three studies designed for this thesis (1. Interviews, 2. Diaries, and 3. Teachers self-reports and video-recorded lessons) tried, first, to identify the occurrence of peak or flow experiences while teaching and learning a musical instrument. The next goal was to describe such experiences as they occurred while teaching and to determine what might trigger them. The final goal was to understand if the occurrence of such experiences was linked with effective teaching. All participants in the three studies were teachers and students in Portuguese specialist music schools. The three studies undertaken helped identify Optimal Teaching Experiences as the subjective experiences or the phenomenon that holistically described the act of effectively teaching a musical instrument. Additionally, it was possible to identify external manifestations of these experiences and, consequently, of effective instrumental teaching. These findings will support the work of Teacher Educators, and assist in maintaining or raising the quality of instrumental teaching in specialist Music Schools, Conservatoires and Universities.
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Martin, Judith Violet. "Out-of-step, experiences in teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ48214.pdf.

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Lilienkamp, Katherine A. (Katherine Ann) 1969. "Lab experiences for teaching undergraduate dynamics." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17007.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2003.
Includes bibliographical references (p. 443-466).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis describes several projects developed to teach undergraduate dynamics and controls. The materials were developed primarily for the class 2.003 Modeling Dynamics and Control I. These include (1) a set of ActivLab modular experiments that illustrate the dynamics of linear time-invariant (LTI) systems and (2) a two wheeled mobile inverted pendulum. The ActivLab equipment has been designed as shareware, and plans for it are available on the web. The inverted pendulum robot developed here is largely inspired by the iBOT and Segway transportation devices invented by Dean Kamen.
by Katherine A. Lilienkamp.
S.M.
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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)
Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
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Jacobson, Barbara Lynn. "Instructors' beginning experiences in teaching by videoconferencing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/NQ59920.pdf.

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Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.

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Thesis (Ph. D.)--University of Sydney, 2007.
Title from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching math, their preparation to teach math, and the possible influences they may have on their students' math skills development. The theoretical framework was self-efficacy theory. Data were gathered through questionnaires completed by 5 participants teaching kindergarten through 5th grade and through the investigation of archival data of their students' achievement test scores. Emerging themes were coded to record and organize relevant information. The participants indicated that they did not feel prepared to teach elementary math when entering the classroom after their teacher preparation programs and that they want to gain more content knowledge and learn more strategies to teach math. Social change may occur as the elementary math teachers are given a voice concerning the teaching of math, and this voice could be used in producing staff development and improving instruction.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.

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Dwyer, Paul James. "Intern teachers early experiences and perceptions of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23130.pdf.

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Books on the topic "Teaching experiences"

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Experiences in teaching business ethics. Charlotte, N.C: Information Age Pub., 2011.

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Teaching & communicating: Rethinking professional experiences. South Melbourne: Oxford University Press, 2010.

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Roe, Betty D. Student teaching and field experiences handbook. 4th ed. Upper Saddle River, N.J: Merrill, 1998.

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Roe, Betty D. Student teaching and field experiences handbook. 7th ed. Upper Saddle River, N.J: Pearson, 2010.

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H, Smith Sandy, and Ross Elinor P. 1932-, eds. Student teaching and field experiences handbook. 7th ed. Upper Saddle River, N.J: Pearson, 2010.

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1932-, Ross Elinor P., ed. Student teaching and field experiences handbook. 3rd ed. New York: Merrill, 1994.

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Roe, Betty D. Student teaching and field experiences handbook. 7th ed. Prentice Hall: Columbus, Ohio, 2009.

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Roe, Betty D. Student teaching and field experiences handbook. 6th ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2006.

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Roe, Betty D. Student teaching and field experiences handbook. 5th ed. Upper Saddle River, N.J: Merrill, 2002.

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Gay, Carpenter, ed. Programming leisure experiences. Englewood Cliff, N.J: Prentice-Hall, 1985.

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Book chapters on the topic "Teaching experiences"

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Sian, Katy P. "Teaching Experiences." In Navigating Institutional Racism in British Universities, 69–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14284-1_4.

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Zhong, Zhou, and Xinjie Yu. "Faculty teaching experiences." In A Turning Point for Chinese Higher Education, 94–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257752-10.

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Farrow, C. Ben, Eric M. Wetzel, and Tom M. Leathem. "Capstone Experiences." In Teaching in the Built Environment, 87–94. New York: Routledge, 2022. http://dx.doi.org/10.1201/9781003106029-10.

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Farrow, C. Ben, Eric M. Wetzel, and Tom M. Leathem. "Capstone Experiences." In Teaching in the Built Environment, 87–94. New York: Routledge, 2022. http://dx.doi.org/10.1201/9781003106029-10.

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Abbiss, Jane. "Students’ Learning Experiences." In Understanding Teaching and Learning, 67–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_4.

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Andersen, Tom, and Susanne C. Hartvig. "Teaching knowledge engineering: Experiences." In Artificial Intelligence in Structural Engineering, 424–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0030467.

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Trigwell, Keith, and Michael Prosser. "Teachers’ Experiences of Teaching." In Exploring University Teaching and Learning, 37–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50830-2_3.

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Harmon, Keeley C., Joe Ann Clark, Jeffery M. Dyck, and Vicki Moran. "Clinical Experiences." In Nurse Educator's Guide to Best Teaching Practice, 49–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42539-9_4.

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Lum, Chee-Hoo, and Siew Ling Chua. "Professional Learning Experiences from Participants’ Perspective." In Teaching Living Legends, 81–94. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1482-6_6.

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Hazzard, Keith, Graham Johnson, Vladimir Petruv, and Mark Udall. "Experiences in Teaching Software Engineering." In Evolution and Challenges in System Development, 637–42. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4851-5_59.

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Conference papers on the topic "Teaching experiences"

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Harrison, C. G., and P. L. Jones. "Experiences with FPGA teaching." In IEE Colloquium on The Teaching of Digital Systems. IEE, 1998. http://dx.doi.org/10.1049/ic:19980570.

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Catlow, Fred. "Experiences in Teaching Decommissioning." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16179.

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The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in “Electrical or Mechanical Engineering with Decommissioning Studies”, the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site and were mature students with families who were availing themselves of the opportunity for career advancement (CPD). Some of the students were from the UKAEA and its contractors whilst others were from Rolls-Royce working at Vulcan, the Royal Navy’s establishment for testing nuclear reactors for submarines. A number of the students had not been in a formal learning environment for many years. The College which had originally been funded by the UKAEA and the nuclear industry in the 1950’s was anxious to break into the new field of Decommissioning and were keen to promote these courses in order to support the work progressing on site. Many families in Thurso, and in Caithness, have a long tradition of working in the nuclear industry and it was thought at the time that expertise in nuclear decommissioning could be developed and indeed exported elsewhere. In addition the courses being promoted by the College would attract students from other parts so that a centre of excellence could be established. In parallel with formal teaching, online courses were also developed to extend the reach of the College. The material was developed as a mixture of power point presentations and formal notes and was obtained from existing literature, web searches and interactive discussions with people in the industry as well as case studies obtained from actual situations. Assignments were set and examination papers prepared which were validated by internal and external assessors. The first course was started in 2004 (believed to be unique at that time) and attracted eight students. Subsequent courses have been promoted as well as a BEng (Hons) course which also included a course on Safety and Reliability.
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Colajanni, Benedetto, Antonio Cottone, and Giuseppe Pellitteri. "Didactic experiences in CAAD." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.341.

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Colajanni, Benedetto, Antonio Cottone, and Giuseppe Pellitteri. "Didactic experiences in CAAD." In eCAADe 1986: Teaching and Research with CAAD. eCAADe, 1986. http://dx.doi.org/10.52842/conf.ecaade.1986.341.

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Harrison, J. "Industrial experiences with FPGA teaching." In IEE Colloquium on The Teaching of Digital Systems. IEE, 1998. http://dx.doi.org/10.1049/ic:19980571.

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Laguna, Jorge Ignacio, Raúl León, Raúl Igual, César L. Guerrero, Iván García-Magariño, and Rafael González. "SMARTPHONE EXPERIENCES IN MULTIDISCIPLINARY TEACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1253.

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Fidalgo, André Vaz, Manuel Gericota, Denis Barataud, Guillaume Andrieu, Renaat De Craemer, Mihai Cristea, Abdelhalim Benachenhou, Mohammed Ankrim, Karim Bouchlaghem, and Paulo Ferreira. "EOLES project...teaching unit experiences." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808659.

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Stuurman, Sylvia, and Gert Florijn. "Experiences with teaching design patterns." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008037.

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Rabkin, Ariel S., Charles Reiss, Randy Katz, and David Patterson. "Experiences teaching MapReduce in the cloud." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157310.

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Murray, Keitha A., Jesse M. Heines, Michael Kölling, Tom Moore, Paul J. Wagner, Nan C. Schaller, and John A. Trono. "Experiences with IDEs and Java teaching." In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961571.

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Reports on the topic "Teaching experiences"

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Shreeve, Thomas W. Experiences to Go: Teaching with Intelligence Case Studies. Fort Belvoir, VA: Defense Technical Information Center, September 2004. http://dx.doi.org/10.21236/ada476674.

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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7475.

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Hennessy, Sara, Saalim Koomar, and Adam Kreimeia,. Teachers’ experiences of teaching with technology in Tanzania: Recommendations for policy and practice. EdTech Hub, May 2022. http://dx.doi.org/10.53832/edtechhub.0125.

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Guyon, Sarah. Experiences of Early Childhood Educators Working with Teaching Strategies GOLD(R): A Narrative Inquiry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7209.

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Diddi, Sonali, Hui-Siang Tan, and Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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Dassanayake, Wajira, Gayani Hewagama, and Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, August 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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