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Student Teachers Help Student Teachers: A Phenomenological Study on the Student Teaching Triad’s Lived Experiences
Issue:
Volume 5, Issue 4, December 2020
Pages:
146-155
Received:
12 October 2020
Accepted:
2 November 2020
Published:
11 November 2020
Abstract: The phenomenological study investigated peer coaching (student teachers helping student teachers) based on the experiences of the student teaching triads, namely, student teachers, program supervisors, and mentor teachers, in a teacher education program in North America. The program recruited students who had graduated from undergraduate and completed required prerequisite courses or minored in education. A total of 69 students enrolled in the program and were randomly assigned in four cohorts. Altogether 23 stakeholders from each cohort including eight student teachers, eight program supervisors, and seven mentor teachers participated in the study and answered the guiding inquiry question: How do you perceive peer coaching in student teaching. Each participant received two recorded 90-minute in-depth interviews. Grounded theory using open coding, selective coding and axial coding strategies was employed to analyze the verbatim data sets. Five analogies consisting of a two-way street, a reality check, a pep rally, a contorted mirror, and a chore emerged and were identified during the analysis course and were utilized as themes to respond to the research question. The study revealed the complexity of peer coaching in the field and found that peer coaching brings forth advantages and problems due to the specific context the program situated. On the one hand, peer coaching creates opportunities that promote student teachers in learning to teach and teaching to learn academically and psychologically, as well as getting support emotionally. Also, peer coaching provides opportunities for student teachers to view fellow student teachers teach, which permits them to objectively reflect and assess their own performance. Furthermore, peer coaching is a time for student teachers to encourage and appreciate each other, which makes them feel more comfortable, truthful, related, and connected. Additionally, peer coaching brings about positive and potentially lasting effects to student teaching that may promise the continuum of teacher education. On the other hand, student teachers may experience problems taking notes and providing feedback due to lack of experience teaching. In addition, peer coaching may turn into a routine for student teachers to complete and check off with time constraints caused by the fast-track setup of the program. Therefore, the study suggests that teacher educators who consider adopting peer coaching assess their capacity and evaluate its feasibility based on the context they are in.
Abstract: The phenomenological study investigated peer coaching (student teachers helping student teachers) based on the experiences of the student teaching triads, namely, student teachers, program supervisors, and mentor teachers, in a teacher education program in North America. The program recruited students who had graduated from undergraduate and comple...
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Analysis of Teaching Cases from Offline to Online Mode
Zhanguo Li,
Donghong Shan
Issue:
Volume 5, Issue 4, December 2020
Pages:
156-160
Received:
16 October 2020
Accepted:
30 October 2020
Published:
16 November 2020
Abstract: With the development of Internet technology, computer network teaching has also been popularized, and teaching methods have also evolved from traditional classroom teaching to Internet teaching. Therefore, traditional teaching models, online and offline teaching models, and online teaching models have emerged. Different teaching modes have different teaching effects due to different teaching environments and methods. This article discusses the teaching process and results of the three teaching modes through examples, and analyzes and compares the teaching effects under different teaching modes. The traditional teaching mode has the characteristics of strong classroom control ability and good teaching effect. However, the traditional teaching model may have the problem of being teacher-centered, students' lack of initiative in learning, and insufficient use of network resources. The online and offline teaching hybrid model can make full use of online and offline teaching resources, but if the management of the student's online teaching process is not in place, the problem of poor teaching effect will easily occur. In the actual implementation process, we found some problems: because online courses are mainly self-study by students, online learning cannot be managed uniformly, and there may be a phenomenon of brushing online courses. This teaching mode can save teaching classroom resources and teachers' teaching workload. The online teaching mode can realize remote online teaching and management, and use network teaching resources for remote decentralized teaching when centralized teaching is impossible. In the teaching process, various teaching modes adapt to different teaching environments, and different teaching modes should be used for teaching according to different teaching environments.
Abstract: With the development of Internet technology, computer network teaching has also been popularized, and teaching methods have also evolved from traditional classroom teaching to Internet teaching. Therefore, traditional teaching models, online and offline teaching models, and online teaching models have emerged. Different teaching modes have differen...
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Using 3R Framework to Promote the Teaching Reform of Color Composition
Issue:
Volume 5, Issue 4, December 2020
Pages:
161-166
Received:
9 December 2020
Accepted:
21 December 2020
Published:
28 December 2020
Abstract: In the traditional teaching process, it was found that the basic design course "color composition" in environmental design major had the following problems: assignments were rigid and lack of creativity; the course were lack of applicability and hardly integrated with the major. Through literature review, field research, professional training, practical demonstration and questionnaire survey, the author summarizes the 3R framework to promote teaching reform: refining teaching contents, raising teaching procedures and renovating teaching methods. It is aimed to build a knowledge framework, set up teaching procedures scientifically and innovatively, optimize and reform teaching methods, raise the objectivity of teaching evaluation, so as to improve students' learning enthusiasm, increase their creative inspiration of homework, and form a more effective learning closed loop. Each aspect comes with several steps to solve the above problems, and they are classifying knowledge points, integrating with specialty, employing modular teaching methods and theme teaching method, including five senses, combining teaching with practice, assessment as learning, and focusing on teamwork. After the initial exploration of the course, teaching analysis and summary, classroom practice, the final goal of the reform is achieved. It is proved that students have a new understanding of color composition as well as their major after this reform.
Abstract: In the traditional teaching process, it was found that the basic design course "color composition" in environmental design major had the following problems: assignments were rigid and lack of creativity; the course were lack of applicability and hardly integrated with the major. Through literature review, field research, professional training, prac...
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