The culture of education

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The purpose of this hermeneutic phenomenological study was to capture the essence of the perceptions of 11 pre-service physical educators in the final field placement and clinical practices of their undergraduate degree program at the University of Redbank, the University of Peters, and Ina University where they prepared to become professional educators. Pseudonyms protected the names of the participants and institutions. The theoretical framework guiding this study was social cognitive theory. The research questions were (a) How do the attitudes and beliefs of teaching physical education as pre-service physical educators influence their knowledge and skill development for classroom preparedness? (b) What aspects of the teacher education program do pre-service physical educators believe best prepared them for their student teaching experiences to influence student outcomes? (c) What obstacles hinder pre-service physical educators’ professional development and attitudes through their teacher education program? and (d) What additional resources would pre-service physical educators perceive to be value-added to their physical education teacher education program? Data collection included interviews, focus groups, and open-ended questionnaires. Moustakas’ (1994) seven steps served as the foundation for the analysis of data in this hermeneutic phenomenological study. Intrinsic motivations and self-efficacy supporting professional growth, curriculum and instruction advancing knowledge and skills, close relationships and support systems enhancing readiness, and challenging, time-consuming components influencing preparedness influenced the participants. The pre-service physical educators provided time-consuming challenges and recommended additional resources critical to the design and structure of the program.

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A Hermeneutic Phenomenological Study of Pre-Service Physical Educators' Perceptions of their Professional Preparedness

This study focuses on the research diaries of two researchers who conducted interviews with university teachers and students over a period of two years. Ten expatriate university teachers and ten Emirati university students were interviewed about their views on teaching and learning, the purpose of a university, best educational practices, the role of teachers, students and university in the broader society. After each interview was conducted, the researchers wrote reflections about the interviews in their personal research diaries. Through qualitative data analysis, the data in the diaries were analysed and the major themes were identified. In regards to the teachers interviewed, the analysis of the data showed that the diarists primarily focussed on the teachers’ “professional knowledge”, “communicative competence” and “adaptability to the new context”. With respect to the students interviewed, the data also revealed that the diarists frequently highlighted the significance of students’ “educational background”, “knowledge of English” and their views on “teacher and student relationship”. The findings of this study are in line with Ladson Bilings (1995) which show that the researchers’ sociocultural background and preconceptions can impact how they approach a research problem in a context that differs from their own. The findings also reveal that the researchers’ prior teaching and learning experiences impact their judgement of professional and academic competence. Implications for research and pedagogy will be discussed accordingly.
 
Received: 30 October 2020 / Accepted: 8 December 2020 / Published: 17 January 2021

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Reflections on teachers and students’ views on teaching and learning experiences at university: A diary study

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Teaching and Learning During a Global Pandemic: An Ecological Approach

Book review: What our stories teach us: a guide to critical reflection for college faculty

This study investigated the relationship between collaboration among pre-service teacher trainees and their self-regulation in dealing with common problems in the language classroom. Twenty pre-service teacher trainees worked on various collaborative tasks such as Learning Together (LT), Student-Team-Achievement-Divisions (STAD), Group Investigation (GI), and Teams-Assisted Individualization (TAI) to develop strategies to handle challenges in the areas of language teaching and classroom management. Initially, the participants were given a Teacher Self-Regulation Scale (TSRS) Questionnaire and were also interviewed to discover the extent to which they engaged in self-regulation. Eventually, after 10 sessions, the TSRS Questionnaire was again employed to find out if there has been any change(s) in their self-regulation. In addition, when the trainees started to teach in their real classes, they were asked to keep a diary during their first two months of teaching to record their daily teaching difficulties and to suggest if and how they were able to draw on their collaborative experience during their teacher training course. The analysis of data reveals that the collaborative experience had a substantially positive effect on the trainees' self-regulation as it helped them develop a more positive attitude towards teaching, experience less anxiety and feel more motivated to help their students learn the language. The data also indicates that the trainees were able to largely utilize the knowledge shared during their collaboration with other trainees and could, as a result, improve their teaching practice.KEYWORDS: Collaboration, Learning Together, Student-Team-Achievement-Divisions, Group Investigation, and Teams-Assisted Individualization, self-regulation, pre-service teachers.IntroductionCollaborative learning is one of the most pedagogically significant areas of research and practice in education. Collaborative learning happens in the situations when students work together to accomplish shared learning goals (Johnson & Johnson, 1999). Each student can achieve his or her learning goal if and only if the other group members achieve theirs (Deutsch, 1962). Over the past decades, collaborative learning has become an extensively utilized instructional tool in primary schools through graduate school levels, in all fields of studies, in all aspects of teaching and learning, in modern and traditional learning situations, and even in after-school programs. Collaborative learning is widely used in teacher preparation programs, pre-service professional development, and practitioner publications. The use of collaborative learning saturates education in the way that it is hard to find books on instructional methods, or instructional materials that do not name and use it.On the other -hand, self-regulation is defined as "self-generated thoughts, feelings, and actions that are planned and adapted to the attainment of personal goals" (Zimmerman, 2000). It encompasses "cognitive, affective, motivational, and behavioral elements that provide the people with the capacity to adjust thenactions and goals to achieve desired results in light of changing environmental conditions" (Zeidner, et al 2000, Dornyei, 2005). According to Pintrich, self-regulation includes three types of strategies: (a) cognitive learning strategies, (b) metacognitive or self-regulatory strategies to control cognition, and (c) resource management strategies (Pintrich 1999, pp.459470.). Cognitive and metacognitive strategies include rehearsal, elaboration, and organizational strategies as well as self-regulation.It should be emphasized that educational contexts have extensively used theories and practices related to selfregulation, and have hence contributed to the progress of self-regulated learning theory. Self-regulation is an activity or approach that students are involved in their personal, behavioral, motivational, and cognitive learning behaviors in order to fulfill significant and valuable academic goals (Zimmerman 1998:73-86. …

Relationship between Collaboration and Teacher Self-Regulation Development a Study of Iranian Pre-Service Teachers

This study focusses on students’ appraisals of their language learning experiences at university. Forty students in the third and final academic English course at a university in the UAE participated in the study. The participants completed a written survey which was developed based on Scherer’s (1987, 2001, 2011, 2013) framework of appraisals, i.e. pleasantness, novelty, goal-conduciveness, coping potential and self-compatibility checks. The analysis of the qualitative data indicates that almost all of the participants evaluate their language learning experiences positively and consider the programme to be of great value in enabling them to achieve their academic and professional goals. On the other hand, some participants do not see much novelty in terms of the materials presented to them and believe this reduces the level of challenge and motivation for them. Almost all of the participants feel strongly about the use of their first language, i.e. Arabic and the fact that learning English should not affect their use of the first language negatively. One important pedagogical implication of the study is that students’ positive appraisals of the course are largely attributed to the teacher’s method of teaching. Another important pedagogical implication of the study is that correct placement of the students in an academic programme can create the proper level of challenge and hence motivation for the students.

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Amir Kaviani

Papers

Reflections on teachers and students’ views on teaching and learning experiences at university: A diary study

Teaching and Learning During a Global Pandemic: An Ecological Approach

Book review: What our stories teach us: a guide to critical reflection for college faculty

Relationship between Collaboration and Teacher Self-Regulation Development a Study of Iranian Pre-Service Teachers

On the Significance of Students’ Appraisals of Their Language Learning Experiences at University: A Phenomenological Approach