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Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
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In: Societies; Volume 12; Issue 2; Pages: 65 (2022)
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| 2 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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Abstract:
The effective implementation of Content and Language Integrated Learning (CLIL) requires teamwork among teachers in order to coordinate teaching. This study aims to determine whether learning through co-teaching significantly affects teacher trainees’ collaborative competence in three dimensions: knowledge about the foundations of co-teaching, the quality of their learning experience, and the transferability of this teaching strategy in their academic performance and future teaching practice. An ad hoc questionnaire was created and administered to 50 Education degree students before and after taking a co-taught CLIL course. Results show that learning through co-teaching did not have an effect on students’ general collaborative competence (paired samples). However, statistically significant differences were found in their learning experience. Similar results were found when comparing the sample with a control group (N=35) (independent samples), resulting in statistically significant differences in favour of the experimental group. Finally, differences in all the three dimensions studied were found in favour of those participants who perceive a greater need for training in collaborative competence. In conclusion, taking the co-taught CLIL course has not influenced on dimensions one and three, but it has led to a more effective learning experience perceived by students. The authors suggest that modelling a collaborative teaching relationship should be accompanied by explicit analysis of the theoretical foundations of co-teaching and the analysis of the influence of variables such as academic ability or language proficiency in order to ensure that the benefits reach all students in the classroom. ; La implementación del Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) requiere trabajo en equipo para coordinar la enseñanza. Este estudio pretende determinar si el aprendizaje a través de la enseñanza en equipo afecta a la competencia colaborativa de los alumnos en tres dimensiones: conocimiento sobre la enseñanza colaborativa, experiencia de aprendizaje y transferencia al desempeño académico y profesional. Se administró un cuestionario, creado ad hoc, a 50 estudiantes de los grados de Educación antes y después de estudiar la asignatura AICLE, impartida por dos profesores en equipo. Los resultados muestran que la docencia colaborativa no tuvo efecto en la competencia colaborativa general de los estudiantes (muestras pareadas). Sin embargo, se encontraron diferencias estadísticamente significativas en su experiencia de aprendizaje. Se encontraron resultados similares al comparar con un grupo de control (N=35) (muestras independientes), con diferencias estadísticamente significativas a favor del grupo experimental. Finalmente, se hallaron diferencias en todas las dimensiones estudiadas a favor de aquellos participantes que perciben una mayor necesidad de capacitación en competencia colaborativa. En conclusión, la docencia colaborativa no ha influido en las dimensiones una y tres, pero ha contribuido a generar en los alumnos una percepción de la experiencia de aprendizaje más eficaz. Los autores sugieren que este modelo debe ir acompañado de un análisis explícito de los aspectos teóricos de la co-enseñanza y un análisis de la influencia de variables como la capacidad académica o el dominio del idioma, para garantizar que los beneficios de la co-enseñanza lleguen a todos los estudiantes.
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Keyword:
Bilingual education; Cuestionarios; Enseñanza bilingüe; Enseñanza en equipo; Estudiante para profesor; Formación de profesores; Preservice teacher education; Preservice teachers; Questionnaires; Team teaching
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URL: https://doi.org/10.30827/profesorado.v26i1.16853
http://hdl.handle.net/10481/74535
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| 3 |
Preservice teacher’s purposeful questioning : a descriptive case study of elementary mathematics preservice teachers.
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| 4 |
Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1 ...
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| 5 |
A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers
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In: i.e.: inquiry in education (2021)
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| 6 |
Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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| 7 |
Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1
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In: Bachmann, Sara [Hrsg.]; Bertschy, Franziska [Hrsg.]; Künzli David, Christine [Hrsg.]; Leonhard, Tobias [Hrsg.]; Peyer, Ruth [Hrsg.]: Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller. Bad Heilbrunn : Verlag Julius Klinkhardt 2021, S. 85-101. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
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| 8 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 9 |
Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy
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In: Languages; Volume 6; Issue 4; Pages: 213 (2021)
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| 10 |
Preservice Secondary Mathematics Teachers’ Conceptions of Counterexample
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In: Georgia Educational Research Association Conference (2021)
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| 11 |
Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching
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In: International Journal for the Scholarship of Teaching and Learning (2021)
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| 12 |
Tensions of Trust In Preservice Teachers' Consideration of Challenging Mathematics Tasks
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In: Faculty Publications (2021)
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| 13 |
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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| 14 |
EXPLORING PRESERVICE TEACHERS’ PRACTICES AND PERSPECTIVES ON WHITENESS: DEVELOPMENT AND INITIAL VALIDATION OF THE WHITENESS COMPONENTS SCALE
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In: Theses and Dissertations--Educational, School, and Counseling Psychology (2021)
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| 15 |
Problems or Possibilities? What Do Early Childhood Preservice Teachers Notice About K-1 Writers?
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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| 16 |
Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
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| 17 |
Impulse aus der Konzeption der inklusionsorientierten Lehr-Lern-Bausteine und aus dem Forschenden Lernen für die Sprachbildung in der ersten Phase der Lehrkräftebildung ...
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| 18 |
Preservice Teachers’ Perceptions of Artificial Intelligence Tutors for Learning
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585088861453228 (2020)
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| 19 |
Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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| 20 |
Impulse aus der Konzeption der inklusionsorientierten Lehr-Lern-Bausteine und aus dem Forschenden Lernen für die Sprachbildung in der ersten Phase der Lehrkräftebildung
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 175-181. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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