Journal articles: '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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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

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Ke Lomi, Aplonia Nelci. "Capturing Beginning Teacher�s Emotional Experiences in Teaching: An Analysis of Teaching Case in Introduction to Literature Class." Journal of Advanced Multidisciplinary Research 3, no. 1 (July 31, 2022): 44. http://dx.doi.org/10.30659/jamr.3.1.44-52.

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Teachers frequently experience a wide variety of emotions during their teaching services. It is reported that the teachers �emotional experiences affect their performances in the classroom and can be one of the main sources of burnout and retention. This study captures the emotional experiences faced by a beginning teacher in her first days in the teaching practice program in an institution. This is a self-study with descriptive qualitative as the method of research. The researcher analyzed the teaching reflection as the instrument of the research. Based on the reflection, the teacher experienced emotional teaching practice mostly in dealing with the students� behavior, discipline and engagement. She is also emotionally triggered in dealing with dissatisfaction and students� effort in learning. Before pre-service teachers begin their teaching practice in schools, it is suggested that education study programs draw attention to this problem. Pre-service teachers must also comprehend the significance of reflective practices so that they can learn from their classroom performances and encounters. Future researchers are urged to investigate teachers� emotional experiences in a broader context and with a greater number of participants.

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Morgan, Bobbette M. "The Lived Experience: A Study In Teaching Online." Contemporary Issues in Education Research (CIER) 11, no. 2 (March 27, 2018): 83–88. http://dx.doi.org/10.19030/cier.v11i2.10151.

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A researcher with five years’ experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselves, the class and to the professors.

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Ros, Rosa M. "Exchange of Astronomy Teaching Experiences." Transactions of the International Astronomical Union 24, no. 3 (2001): 95–100. http://dx.doi.org/10.1017/s0251107x00000481.

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AbstractThe Working Group of the European Association for Astronomy Education responsible for Teacher Training organises an annual Summer School for teachers under expert guidance. For a week the teachers participating can exchange experiences, increase their knowledge and discuss different ideas and perspectives.In general, the instructors are professional astronomers, professors and teachers from different countries. The papers presented offer very practical activities, paying special attention to didactic aspects, and take the form of general lectures to all 40 participants and workshops to reduced groups of 20 participants. There are also day and night observations, without expensive equipment or complicated procedures, that are easy to set up and based on topics that it is possible to use in the classroom.The Summer Schools promote a scientific astronomical education at all levels of astronomy teaching, reinforce the link between professional astronomers and teachers with experience of teaching astronomy, allow debates among the participants on their pedagogical activities already carried out in their own classroom and help them to organise activities outside it.Astronomy teachers need special training, access to specific research, to new educational materials and methods and the opportunity to exchange experiences. All these things are provided by the Summer School.

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Kang, Shin Hye, and Jae Young Hong. "Autoethnography of inquiry process in teaching professionalism of inexperienced teacher teaching career and vocation subject." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 497–515. http://dx.doi.org/10.22251/jlcci.2022.22.18.497.

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Objectives The purpose of this study is to explore the experiences experienced by low-career special teachers while teaching career and vocational subjects at special schools through self-cultural technology magazines and how they formed the expertise of career and vocational classes through such experiences. Methods The autoethnography research method was used as a means to the ends of this study. Autoethnography is a research method in which researchers use their autobiographical data to describe individual experiences from a self-reflection and self-reflection perspective. From the point of view of the 1st person protagonist and observer, this research method was used to capture the teacher's vivid teaching experience and in-depth class reflection. Results First, I structured the teacher's curriculum by categorizing practice topics into three levels. In addition, I based our learning goals on the application of making and using practical items in an effort to encourage students with disabilities to lead independent lives when they become adults. Secondly, I designed an evaluation study sheet and result sheet to understand a student's base knowledge and level of performance in practicum. In addition, I came up with an alternative that considers the individual characteristics and abilities of students so that all students can participate in an activity. Thirdly, I implemented repeated learning and formative evaluations, which emphasized on student's learning process. In addition, instead of insisting on a 1:1 or group study, I switched things up. Each week, we rotated 1:1, 2:1, and 3:1 learning, which led to an increase in students' participation in learning activities. Lastly, in order to develop the level of professionalism in the practical subjects, peer reviews and self-assessments were conducted to provide opportunities for class reflection and to develop teaching expertise, such as completing the basic curriculum for natural soap and cosmetics. Conclusions As a low-experience special teacher, I found that class expertise was formed and improved through class experiences for disabled students with various characteristics, and for professional classes, teachers had to steadily implement self-discipline courses to cultivate PCK.

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Taggart, Andrew C. "The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 73–86. http://dx.doi.org/10.1123/jtpe.8.1.73.

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Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

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Stuurman, Sylvia, and Gert Florijn. "Experiences with teaching design patterns." ACM SIGCSE Bulletin 36, no. 3 (September 2004): 151–55. http://dx.doi.org/10.1145/1026487.1008037.

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Conrow, Teresa, and Linda Delp. "Teaching Organizing through Workers' Experiences." Labor Studies Journal 24, no. 1 (March 1999): 42–57. http://dx.doi.org/10.1177/0160449x9902400105.

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Goldman, Ellen F. "Integrating work experiences into teaching." Journal of Strategy and Management 1, no. 1 (August 22, 2008): 93–110. http://dx.doi.org/10.1108/17554250810909446.

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Cavacece, M., E. PennestrÌ, and R. Sinatra. "Experiences in Teaching Multibody Dynamics." Multibody System Dynamics 13, no. 3 (April 2005): 363–69. http://dx.doi.org/10.1007/s11044-005-0723-z.

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Leach, Ronald J. "Experiences teaching concurrency in Ada." ACM SIGAda Ada Letters VII, no. 5 (September 1987): 40–41. http://dx.doi.org/10.1145/36077.36079.

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Igić, R., S. Milovanović, and S. Stoisavljević-Šatara. "Experiences in teaching clinical pharmacology." European Journal of Pharmacology 183, no. 3 (July 1990): 920–21. http://dx.doi.org/10.1016/0014-2999(90)92756-9.

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Havrda, Dawn E., Janet P. Engle, Keri C. Anderson, Shaunta' M. Ray, Seena L. Haines, Sandra L. Kane-Gill, Stephanie L. Ballard, Andrew J. Crannage, Charmaine D. Rochester, and Malinda G. Parman. "Guidelines for Resident Teaching Experiences." Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy 33, no. 7 (February 11, 2013): e147-e161. http://dx.doi.org/10.1002/phar.1250.

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PAZOS, Marta, Maria A. LONGO, and M. Angeles SANROMAN. "Experiences of Innovation Teaching in Bioprocess Engineering University Course." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 123–39. http://dx.doi.org/10.18662/rrem/2013.0501.09.

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Venugopal, Dr Daruri. "Learner’s Evaluation in Teaching Learning Process." International Journal for Modern Trends in Science and Technology 6, no. 7 (July 31, 2020): 175–80. http://dx.doi.org/10.46501/ijmtst060729.

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Learner’s Evaluation approach we understood the activities and experiences that the learners undergo in order to acquire the desired behavior. The faculty plays an important role in providing learning experiences. Learning experiences involve interaction of students and content with the help of faculty. Learning experience lead to behavior changes among learners. Learner Appraisal ascertaining the extent to which the teaching objectives have been met. The representation of the educational process shows the linking of each element with the other. In learner’s evaluation in teaching learning process desired direction and attainment of goals is guided by the educational objectives formulated by the educational Institution, University and the faculty.

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Meraz Lewis, Ramona, Ginny Jones Boss, and Ayanna T. McConnell. "Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 023–41. http://dx.doi.org/10.28945/3616.

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Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings The findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research Our research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of student affairs professionals who teach in discipline specific areas.

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Mudau, Tshimangadzo Selina, Livhuwani Tshivhase, and Moreoagae Bertha Randa. "Health Course Lecturers Managing Online Teaching in a Historically Disadvantaged University in South Africa: The Raging Waves." Journal of Culture and Values in Education 5, no. 1 (April 10, 2022): 195–210. http://dx.doi.org/10.46303/jcve.2022.14.

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The emergence of the coronavirus pandemic (COVID-19) required the sudden closing of educational institutions to save lives. Universities had to adopt and adapt to new teaching strategies to ensure that no learner was left behind. The purpose of this study is to describe the challenges experienced by university lecturers teaching health courses in adopting online teaching strategies. The objective of the study is to explore challenges experienced by university health course lecturers in a university from South Africa in managing online teaching platforms and the strategies employed by them to enhance online teaching. The study adopted a qualitative interpretative phenomenological approach engaging six purposefully sampled lecturers teaching health courses in a historically disadvantaged university in South Africa. Data were obtained through online methods such as blackboard meetings, in addition to face-to-face and telephone interviews. Preliminary findings revealed both positive and negative experiences in offering health courses online. Positive experiences included flexible time management, fuel-saving, and multi-tasking. Negative experiences included challenges such as lack of experience in designing online content, lack of knowledge to create a conducive teaching environment, students’ incapacity to engage in learning tools, poor lecturer-student interaction, and difficulty integrating theory into practice. So far, it has been concluded that a sudden shift to online teaching needs to consider the skill-level of lecturers, learners, and the courses offered. A one size fits all approach may not be an option.

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Baik, Jeong-yi. "A Study on Simulated Teaching Design for Improving Authenticity: The Experience of Simulated Teaching and Teaching Practice." Korean Association for Literacy 13, no. 4 (August 31, 2022): 279–324. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.09.

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To improve the authenticity of the simulated teaching task in Korean, this study focused on the Korean language pre-service teachers’ experience of simulated teaching and teaching practice. The intention of comparing the perception on simulated teaching and teaching practice, which is located between real teaching and simulated teaching, was to gauge the authenticity of the class by experienced people. Third graders of the C University of Education, who experienced both simulated teaching and teaching practice in the same semester, were asked to write selfreflective reports on both experiences, and a qualitative content analysis method with teaching professionalism codes was used to analyze them. The simulated teaching task was designed as a 5-6 people group, choosing one of the five areas of Korean language education. The students’ activities were conducted with fellow pre-service teachers taking on the roles of students. Students and the class dynamics originating from teacher-student interaction were regarded as the key to the gap between simulated teaching and teaching practice. Hence, the simulated teaching task was presented in four stages based on them, in a way that authenticity would gradually increase. Simulated teaching has significance as a complementary means to improve teaching professionalism. This study contributes to systematizing simulated teaching tasks.

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Al-Nofli, Mohammed Abdullah. "Omani Undergraduate Students’ Awareness and Experiences of the Research-Teaching Nexus." International Journal of Higher Education 10, no. 4 (March 10, 2021): 207. http://dx.doi.org/10.5430/ijhe.v10n4p207.

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The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students reported advantages arising from their participation in research—including developing research skills and gaining new knowledge. They also reported the need for more hands-on research experience and instructor support. Some findings were generally consistent with the literature on students’ awareness and experiences of research. The study provided important implications for the research-teaching nexus at Sohar University.

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GREEN, JENNIFER L. "TEACHING HIGHS AND LOWS: EXPLORING UNIVERSITY TEACHING ASSISTANTS’ EXPERIENCES." STATISTICS EDUCATION RESEARCH JOURNAL 9, no. 2 (November 29, 2010): 108–22. http://dx.doi.org/10.52041/serj.v9i2.379.

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Recent reforms in statistics education have initiated the need to prepare graduate teaching assistants (TAs) for these changes. A focus group study explored the experiences and perceptions of University of Nebraska-Lincoln TAs. The results reinforced the idea that content, pedagogy, and technology are central aspects for teaching an introductory statistics course. The TAs addressed the need for clear, specific guidelines and examples, as well as collaboration between colleagues. The TAs also sought opportunities to enrich their teaching skills and, ultimately, their impact on students’ learning. These findings support previous research on graduate TAs and highlight the need for additional exploration of the role graduate statistics TAs play in introductory statistics education. First published November 2010 at Statistics Education Research Journal: Archives

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Tsang, Kwok Kuen, Guanyu Li, Li Wang, Guangqiang Wang, and Hongyan Wu. "The Relationship Between Teaching Experiences and Teacher Burnout in China: The Mediating Role of Emotional Labor." Beijing International Review of Education 4, no. 1 (April 20, 2022): 135–51. http://dx.doi.org/10.1163/25902539-bja10010.

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Abstract Burnout is a common syndrome among teachers across the globe in the recent two decades. Although teacher burnout may be related to years of teaching experiences and emotional labor (surface acting, deep acting, and expression of naturally felt emotions), there is no consensus on the mechanisms of how teaching experience affects burnout. Thus, the study aims to examine how teaching experience and emotional labor are associated with teacher burnout. By surveying 417 teachers in China, the study finds that teaching burnout is negative associated with teaching experiences and the expression of naturally felt emotions, while positively associated with surface acting. Moreover, a further analysis suggests surface acting and the expression of naturally felt emotions are mediating roles in the relationship between teacher burnout and teaching experiences respectively.

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Isidro, Elizabeth, and Laura Teichert. "Towards Socially Just Literacy Teaching in Virtual Spaces." Journal of Curriculum Studies Research 3, no. 1 (June 5, 2021): 21–41. http://dx.doi.org/10.46303/jcsr.2021.6.

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This study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led to a shift to online instruction. From a social justice lens, we approach the research questions: What are undergraduate preservice teachers’ literacy teaching experiences in a newly-transformed-to-online literacy methods course? In what ways does a virtual tutoring field experience prepare preservice teachers towards socially just literacy teaching? By engaging in Narrative Inquiry, we unraveled preservice teachers’ experiences in facilitating literacy lessons that combine print-based and multimodal instruction, while learning about the specific tensions and questions that they confronted during the process. We realized that preservice teachers’ virtual teaching experiences develop towards more socially just teaching along the areas of knowledge, interpretive frames, teaching strategies, methods, skills, and advocacy and activism. We further found that this approach is a complex process characterized by the personal, contextual, and relational aspects of teaching.

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Gilbert, Stephanie, and Gail Tillman. "Teaching Practise Utilising Embedded Indigenous Cultural Standards." Australian Journal of Indigenous Education 46, no. 2 (May 8, 2017): 173–81. http://dx.doi.org/10.1017/jie.2017.4.

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The Wollotuka Institute, University of Newcastle, New South Wales, is the first university or organisation to enter into the accreditation process with the World Indigenous Higher Education Consortium (WINHEC). Part of that process includes identifying the local cultural standards and protocols that drive and shape our work as a cultural entity. As a result of successfully completing these processes, the course ‘Working with Aboriginal Communities’, consciously underwent a process of affirmation recognising and embedding where missing, these cultural protocols within our pedagogy and curriculum. Each intake sees students from all disciplines enrol and all benefit greatly from their cultural learning experiences. In this paper, we discuss how these cultural protocols shaped the course material that both online and face-to-face tertiary students experienced, as well, noting the outcomes of this process. Both authors are long-term educators in higher education and have had our teaching invigorated by this experience of critique and reflection. This paper serves to both be a reflective and documentary process for ourselves as well as an opportunity to share our experiences with our colleagues involved in higher education.

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Regier, Bradley J. "Examining Relationships Among Concert Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills." Journal of Research in Music Education 68, no. 4 (August 6, 2020): 436–50. http://dx.doi.org/10.1177/0022429420943137.

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The purpose of this study was to investigate the extent that concert band directors’ self-efficacy for teaching strategies was influenced by its four sources: mastery experiences, verbal persuasions, vicarious experiences, and physiological state. A secondary purpose was to investigate possible relationships between directors’ self-efficacy and self-perceptions of effective teaching. Participants were high school concert band directors ( N = 610). They responded to the Concert Band Directors’ Self-Efficacy for Teaching Strategies Scale, Sources of Self-Efficacy for Concert Band Teaching Scale, and a scale for effective teaching abilities. Directors’ self-efficacy for teaching strategies were influenced most by mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences. Participants’ self-efficacy scores associated with their experience level and the influence of each source on self-efficacy differed between early-, mid-, and late-career directors. Furthermore, participants who reported greater self-efficacy for teaching strategies also rated themselves as more confident for using effective teaching skills.

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Yoo, Sung-Sang, Yoonjung Hwang, Gayun Jang, Jiin Kim, and Minjeong Jeon. "A Study on Online Teaching Experiences of Teachers in Developing Countries during the COVID-19 Pandemic: focusing on transformative learning theory." Korean Comparative Education Society 32, no. 6 (December 31, 2022): 111–37. http://dx.doi.org/10.20306/kces.2022.12.31.111.

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[Purpose]This study aims to explore secondary teachers’ online teaching experiences in Bangladesh, Indonesia, Thailand, and the Philippines during the educational crisis due to COVID-19, and to analyse the process of changes in teachers’ perception toward education. [Methods]In-depth interviews were conducted with teachers (19 teachers in total) from four developing countries. The interview results were analyzed using open coding method to determine common themes in teachers’ experiences of all four countries. In this process, teachers' experiences of perception change were classified into three themes. [Results]Results for the study showed that teachers experienced critical reflection through online teaching during Covid-19 in three aspects; teaching and learning method, role of teacher, and form of education. More specifically, teachers’ perception change was identified in 1) the need to learn various teaching method for effective online class 2) the roles of teachers as facilitator and 3) new form of education in post covid-19 era, (through their online teaching experiences). According to the analysis, these three aspects of teachers’ perception change has led to develop teaching professionalism. [Conclusion]Results from the study concluded that teachers in developing countries experienced critical reflection and perception change in education through their online teaching experiences. The study implies that these changes served as a motivation and an opportunity to develop teaching professionalism even in the midst of an educational crisis caused by COVID-19.

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Boelsbjerg, Hanne Bess, and Lina Katan. "Teaching and Writing (as) Academic Activism." Contention 10, no. 1 (June 1, 2022): 81–98. http://dx.doi.org/10.3167/cont.2022.100107.

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Employing subjective experiences in academia obviously questions central academic concepts such as objectivity and value-neutrality. The article challenges these taken for granted values by reflecting on the experience of producing and disseminating scientific knowledge with personal engagement. In a dialogical style, the article argues for the relevance of “academic activism” which draws on subjective experiences as incorporated in the process of knowledge-making. Regarding both writing this article and teaching the course “Researching Social Change” the authors exemplify how scholars can practice “academic activism” to gain knowledge and become part of social change themselves.

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Brooks, Sarah B. "Secondary teacher candidates’ experiences teaching about religion within a history curriculum." Social Studies Research and Practice 14, no. 2 (September 9, 2019): 180–91. http://dx.doi.org/10.1108/ssrp-05-2019-0032.

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Purpose The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course? Design/methodology/approach This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship. Findings Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion. Originality/value This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.

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Blundell, Peter, Beverley Burke, Ann-Marie Wilson, and Ben Jones. "Self as a teaching tool." Psychotherapy & Politics International 20, no. 3 (August 31, 2022): 1–22. http://dx.doi.org/10.24135/ppi.v20i3.03.

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Counselling and psychotherapy training often incorporates experiential learning to help students understand and explore different aspects of self. Lecturers and tutors, facilitating such courses, can also share aspects of their lived experience, as a form of experiential learning. This article describes a workshop on power and anti-oppressive practice that was delivered to counselling students in a Master of Arts (MA) in Counselling and Psychotherapy Practice. Two lecturers (Beverley and Peter) used their lived experiences of racism and homophobia to stimulate student discussion and debate—effectively, they were using self as a teaching tool. This article details their experiences and reflections whilst in discussion with two students (Ann-Marie and Ben), who attended the workshop.

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Virga, C., V. Ricco, A. DeLeonardi, C. Escudero, S. Hubert, V. Lopez, and G. Aramburu. "New educational experiences. Student-centered education: an experience and its potential." Revista de la Facultad de Odontología 31, no. 3 (December 15, 2021): 29–34. http://dx.doi.org/10.25014/revfacodont271.2021.31.3.29.

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Introduction: The teaching of pharmacology has traditionally been characterized by the transmission of information where pedagogical strategies have focused on the teacher, privileging theoretical knowledge, master classes and memory tests. It isessentialto introduce new elements to increase the student's active participation in the construction of knowledge and in the evaluation of the achievement of their competences; the development of creativity and teamwork. This methodology seeks to break the notionof traditional teaching, change the idea of an evaluation by the note to an evaluation with a motivation of its own (of the student), to internalize the knowledge and make it part of its structure of thought. Objective: Develop a teaching and evaluation strategy that allows students to actively participate. Materials and methods: 172 students participated in the subject of Pharmacology and Therapeutics "B", between March and September 2017. Four individual and complementary activities were developed related to the prescription of drugs, for the evaluation of the process and performance of the students Standardized rubrics were used, a perception survey was applied to the students about the usefulness of the strategy in theirtraining. Results: The results show a good performance of the students in the prescription activities of medications, a significant improvement in the performance when comparing the results. The students consider that the strategy is useful for the development of their professional competences, it allows them to have an active role in the learning process and the evaluation methodology allows them to recognize the elements that they must reinforce in order to reach an optimal development of their competence

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Madsen, Katia, and Jane W. Cassidy. "The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning." Journal of Research in Music Education 53, no. 3 (October 2005): 222–33. http://dx.doi.org/10.1177/002242940505300304.

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The purpose of this study was to examine preservice and experienced teachers' ratings and comments on teacher effectiveness and student learning after observing videotaped music classes. Comparisons were made among experience levels of observers and between focus of attention of observation. Subjects for the study included college junior and senior music education majors who either had no practicum teaching experience ( n= 26) or who had practicum teaching experiences but had not student-taught ( n= 26). A third group included subjects with full-time music teaching experience ( n= 26). Subjects watched two videotapes, one of an elementary music lesson with the camera focused on the teacher and one with the camera focused on the students. Subjects were asked to rate the effectiveness of teaching and student learning of both videotapes and provide a written rationale for assigning the ratings. Ratings were analyzed statistically and indicated a significant difference among groups ( p < .001), with experienced teachers rating teachers and students lower than undergraduate subjects. Comments were categorized as relating to teacher behavior, student behavior, or other. Analyses indicated that all groups made more comments about the teacher regardless of whether they watched the teacher tape or watched the student tape. Experienced teachers were more critical in their evaluations and made more judgment statements than the undergraduate subjects did. Total ratings of the teacher were significantly higher than those of the students. No differences were found due to focus of attention of observation.April 1, 2005May 25, 2005

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Restrepo Guzman, Jorge Octavio. "Experiences in teaching finance in English." Latin American Journal of Content and Language Integrated Learning 1, no. 1 (2008): 35–42. http://dx.doi.org/10.5294/laclil.2008.1.1.4.

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Lafleur, Louis. "Students’ Experiences of Emergency Remote Teaching." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 125. http://dx.doi.org/10.37546/jaltpcp2020-16.

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In this exploratory study, the authors aim to uncover the student experiences of Emergency Remote Teaching (ERT) involving livestream and on-demand lessons for English classes in one faculty of a large private Japanese university during the Covid-19 pandemic. Data were collected from 1178 responses on a mid-semester online survey and follow-up interviews. First- through fourth-year students rated teaching methods and a variety of online tools on their interest level, simplicity of use, and usefulness. The findings from the quantitative and qualitative data revealed that students tended to favour a mixture of on-demand lessons and livestream lessons. Students reported positive feelings about autonomous time-management, and not having to commute to university. However, problems included technical issues, the large array of unfamiliar platforms and delivery methods, a comparatively high workload, and social isolation, particularly among first-year students. Overall, the data suggests coordinated ERT programmes ought to be streamlined and economical with the use of platforms. 本研究の目的は、コロナ禍における日本の私立大学での英語授業のライブストリームやオンデマンド授業を含む緊急遠隔教授法（ERT）の学生体験を明らかにすることである。1年次から4年次の履修生を対象に学期中にオンライン調査とフォローアップインタビューを実施し、1178人から回答を得た。回答者は、教員の指導方法とオンラインツールについて、面白さ、有用性、使いやすさの視点から評価した。その結果、ライブストリーム授業とオンデマンド授業の組み合わせや、学生自身での時間管理、通学の回避を好む傾向があることが明らかになった。一方で、多くの受講生がコンピューターの操作技術の問題を抱えており、慣れないプラットフォームや課題配信方法、課題量の多さや、孤立感といった問題が（特に1回生について）存在することが分かった。全体として、ERT活用に当たっては複数のプラットフォームの多用を避け、簡素化すべきであることが示唆された。

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Jihyun Sohn. "Student teaching experiences in reflective journals." Journal of Art Education 22, no. ll (December 2007): 155–72. http://dx.doi.org/10.35657/jae.2007.22..007.

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Mary Durand Thomas, Frederica W. O'. "CASE-BASED TEACHING AND LEARNING EXPERIENCES." Issues in Mental Health Nursing 22, no. 5 (January 2001): 517–31. http://dx.doi.org/10.1080/01612840121084.

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Durand Thomas, Mary, Frederica W. O'Connor, Marilynn L. Albert, Doris Boutain, and Patricia A. Brandt. "CASE-BASED TEACHING AND LEARNING EXPERIENCES." Issues in Mental Health Nursing 22, no. 5 (July 1, 2001): 517–31. http://dx.doi.org/10.1080/01612840152393708.

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Joy, Mike, and Steve Matthews. "Some experiences in teaching functional programming." International Journal of Mathematical Education in Science and Technology 25, no. 2 (April 1994): 165–72. http://dx.doi.org/10.1080/0020739940250202.

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Weiss, Mark Allen. "Experiences teaching data structures with Java." ACM SIGCSE Bulletin 29, no. 1 (March 1997): 164–68. http://dx.doi.org/10.1145/268085.268143.

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Frank, Ilene. "Going the Distance: Experiences Teaching Online." Art Documentation: Journal of the Art Libraries Society of North America 18, no. 2 (October 1999): 10–11. http://dx.doi.org/10.1086/adx.18.2.27949019.

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Roos, Hande. "Teaching Hittitology in China: Personal Experiences." China Information 3, no. 3 (December 1988): 69–72. http://dx.doi.org/10.1177/0920203x8800300309.

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Burden, Håkan, and Frances Sprei. "Teaching sustainable development through entrepreneurial experiences." International Journal of Sustainability in Higher Education 22, no. 1 (September 3, 2020): 142–56. http://dx.doi.org/10.1108/ijshe-09-2019-0273.

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Purpose The purpose of this study is to address the challenges of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. Design/methodology/approach To address this challenge, we introduced a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Findings The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context which the students can relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. Research limitations/implications The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences, whereas the practical implication is a description of how the integration can be realized. Practical implications The contribution is therefore of value for both educational researchers to open novel research opportunities and for teachers to describe new possibilities for sustainable development education. Originality/value The contribution describes how entrepreneurial experiences can be used to motivate engineering students in mandatory courses on sustainable development and ethics. The approach is novel in that the approach has not been described earlier in this context.

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Journal articles on the topic 'Teaching experiences'

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