The Challenge of Teaching (eBook)

Through the Eyes of Pre-service Teachers

Gretchen Geng, Pamela Smith, Paul Black (Herausgeber)

eBook Download: PDF

2016 | 1st ed. 2017
IX, 263 Seiten
Springer Singapore (Verlag)
978-981-10-2571-6 (ISBN)

Infos

This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.

Gretchen Geng is currently an associate professor of pedagogy and learning at Charles Darwin University. Before that, she worked in various schools and universities in Australia for over 15 years. Gretchen has strong research interests in improving the quality of and curriculum development in teacher education programs.

Pamela Smith began her teaching career in rural and urban NSW as well as overseas in Sabah, East Malaysia with the Australian Volunteers International before moving to Darwin just before cyclone Tracey. She has been teaching for 40 years. Ms Smith's career has spanned the sectors of early childhood, primary, secondary and now tertiary education with some periods of specialist teaching in ESL [English as a Second Language] and music. She has held various executive leadership positions, including assistant principal, senior teacher in primary schools. At Charles Darwin University Ms Smith has been involved in the area of professional experience placements and coordination of a teacher education program.

Paul Black came to Australia in 1974 after completing a doctorate in linguistics at Yale. After undertaking research on Australian Indigenous languages he took up a position in the School of Australian Linguistics program for the education of indigenous literacy workers and interpreters, which increasingly involved him in applied linguistics. In 1990 he joined the applied linguistics program of the then Northern Territory University, now Charles Darwin University, where he has specialised in linguistics, language acquisition, and language teaching pedagogy; he also spent three years as a visiting lecturer in English at Waseda University in Tokyo. He is currently an Honorary Fellow at Charles Darwin University, having retired from his full-time position in 2015.

Inhalt

Foreword 5
Contents 7
Part I: Background to the Book 10
Reference 11
Chapter 1: Listen to the Voice of Pre-service Teachers 12
Introduction 12
Structure of the Book 14
Summary 15
References 16
Chapter 2: Issues in the Teaching Practicum 17
Professional Experience 18
The Reflective Dozen 24
Clarity of Vision 24
Establishment of Practices 24
Active Engagement 24
References 25
Chapter 3: The Importance of ‘SELF’ 26
A Sense of Self: Discovering the Fishbowls 27
Egocentricism and Ethnocentrism: Filtered Lens to Social Exchanges 28
Problematising and Solving Social Dilemmas: Dichotomised Dynamics 29
A Sense of Self and Group Social Enterprise: Navigating Social Complexity 29
Chapter 4: Teachers as Reflective Practitioners 31
Defining Reflection 32
Defining Teacher Reflection 32
Why Is Reflection Important? 33
How Reflection Is Fostered in Pre-service Teacher Education 34
The Practicum and Reflection 35
What Do Pre-service Teachers Reflect on? 35
Narrative Stories from Pre-service Teachers 36
Conclusion 37
References 37
Part II: Literacy and Language 39
References 41
Chapter 5: The Tricky Word Wall 42
Introduction 43
Who Was I? 43
Where Am I Now? 44
Of This Much I Am Sure 45
Conclusion 46
References 47
Chapter 6: Benefits of Integrated Learning Support for Early Childhood Children When Learning Sight Words 48
Introduction 49
Who Was I? 49
Who Am I? 50
Of This Much I Am Sure 52
Conclusion 52
References 52
Chapter 7: Impact of Literacy Sessions on the Reading Abilities of Indigenous Students 54
Introduction 55
Where Was I? 55
Where Am I Now? 56
Of This Much I’m Sure 57
Conclusion 58
References 58
Chapter 8: Choose to Read 59
Introduction 59
My Initial Thoughts on Free Choice or Set Text 60
Current Thoughts on Free Choice or Set Text 61
Of This Much I Am Sure About Free Choice and Set Text 62
Conclusion 63
References 63
Chapter 9: Languages Other Than English Being Taught in Primary Schools 64
Introduction 65
Who Did I Think I Was? 66
Of This Much I Am Sure 67
Conclusion 68
References 68
Chapter 10: The Language of Belonging 69
Introduction 70
Who I Was 71
Who I Am Now 72
Of This Much I Am Sure 74
Conclusion 74
References 75
Part III: Information and Communications Technology (ICT) 76
References 77
Chapter 11: Integration of iPads into Early Childhood Classrooms 79
Introduction 80
Who Did I Think I Was? 80
How Do I Think I Am? 81
Of This Much I Am Sure 82
Conclusion 83
References 83
Chapter 12: The Implementation of Computers in Middle School Classrooms 84
Introduction 85
Who Was I? 86
Who Am I Now? 87
Of This Much I Am Sure 88
Conclusion 89
References 90
Chapter 13: Online Gaming 91
Introduction 92
What Am I in Relation to the Topic? 92
What Am I Now? 93
Of This Much I Am Sure 94
Conclusion 95
References 95
Chapter 14: ICT–The Dawn of a New Age of Teaching or the Barrier to Successful Quality Teaching? 97
Introduction 98
What Was I? 99
What Am I? 100
Of This Much I Am Sure 101
Conclusion 102
References 102
Part IV: Play-Based Learning 103
References 105
Chapter 15: Play-Based Learning Within the Early Years 106
Introduction and Who Did I Think I Was 107
Who Do I Think I Am? 108
Of This Much I Am Sure 109
Conclusion 110
References 110
Chapter 16: Importance of Play-Based Learning in Early Childhood 111
Introduction 112
Who Did I Think I Was? 113
Who Do I Think I Am? 113
Of This Much I Am Sure 114
Conclusion 116
References 117
Chapter 17: The Importance of Make-Believe Play in the Pre-school Years 118
Introduction 119
Who Did I Think I Was? 119
Who Do I Think I Am? 120
Of This Much I Am Sure 121
Conclusion 122
References 123
Chapter 18: Play-Based Learning 124
Introduction 125
What Am I? 125
Who Am I? 126
Of This Much I Am Sure 127
Conclusion 128
References 129
Chapter 19: Care, Inquiry and Values 130
Introduction 131
This Was Me 131
This Is Me 132
Of This Much I Am Sure 133
Conclusion 134
References 135
Part V: Knowing Students’ Learning Needs 136
References 137
Chapter 20: Visual Aids Supporting the Learning of Children in Our Classrooms 139
Introduction 140
‘Who Did I Think I Was?’—My Original Thoughts on Visual Aids 140
‘Who Do I Think I Am?’—My Current Views Today 141
Teacher Views 142
Of This Much I Am Sure 143
Conclusion 144
References 144
Chapter 21: Inclusive Learning for Students with Disabilities 145
Introduction 146
Who Did I Think I Was? 147
Who Do I Believe I Am Now? 148
Of This Much I Am Sure 148
References 149
Chapter 22: Looking at Learning Through Children’s Eyes 150
Introduction 151
Who Was I in Relation to Recognising Children’s Voice in Questioning My Practice? 152
Who Am I Now in Relation to Using Children’s Voice to Strengthen My Practice? 152
Of This Much I’m Sure 153
Conclusion 155
References 155
Chapter 23: Can Age Really Define a Child’s Readiness for Formal Education? 157
Introduction 158
What Was I? 158
What Am I? 159
Of This Much I Am Sure 160
Conclusions 160
References 161
Part VI: Engaging Students 162
References 164
Chapter 24: The Effects of Positive Teaching on Success in Children’s Learning 165
Introduction 166
Who Was I? 166
Who I Am Now? 167
Of This Much I Am Sure 168
Conclusion 168
References 169
Chapter 25: Planned Ignoring 170
Introduction 171
What Was I in Relation to the Tactical Ignoring Strategy? 171
How Do I Approach Planned Ignoring Now? 173
Of This Much I Am Sure 175
Conclusion 175
References 176
Chapter 26: Strategies to Engage Attention-Deficit Hyperactivity Disorder (ADHD) and Mainstream Students in the Classroom 177
Introduction 178
What Was I? 178
What Am I? 179
Of This Much I Am Sure 180
Conclusion 180
References 181
Chapter 27: Getting Physical 182
Introduction 183
What Was I? 183
What Am I? 184
Of This Much I Am Sure 185
Conclusion 187
References 187
Chapter 28: Soothing the Savage Beast of Distraction 188
Introduction 189
What Was I? 189
What Am I? 190
Of This Much I Am Sure 191
Conclusion 192
References 192
Chapter 29: Promoting Engagement for Students Who Are Well Above Average in Reading and Writing 194
Introduction 195
Who Did I Think I Was? 195
Who Do I Think I Am? 196
Of This Much I Am Sure 197
Conclusion 198
References 198
Part VII: Parental and Societal Issues 199
References 200
Chapter 30: My Only Sense of Control 202
Introduction 203
What Was I? A Bully’s Façade 203
What Am I Now? 204
Of This Much I Am Sure 205
Conclusion 206
References 206
Chapter 31: What Do Parents Want? 207
Introduction 208
School Choice–What I Thought 208
What I Discovered 209
Of This Much I’m Sure 210
References 211
Chapter 32: How Beneficial Is Homework for Students in Primary School? 212
Introduction 213
Homework and Myself as a School Student 213
Homework and Myself as a Pre-service Teacher 214
Of This Much I Am Sure 215
Conclusion 216
References 216
Chapter 33: Understanding the Quality of Effective Homework 218
Introduction 219
Who Did I Think I Was? 219
How Do I Think I Am? 220
Of This Much I Am Sure 221
Conclusion 222
References 222
Chapter 34: Tarred with the Same Brush 223
Introduction 224
What Was I? Real Men Don’t Eat Quiche 224
What Am I Now? 225
Of This Much I Am Sure 226
Conclusion 228
References 229
Chapter 35: Classroom Teacher Gender Bias Within the Non-government Education Sector 230
Introduction 231
Where I Was 231
Where I Am Now 232
Of This Much I Am Sure 233
Conclusion 234
References 235
Part VIII: Windup 236
Chapter 36: Conclusion and What’s Next? 237
The Student Papers in Retrospect 237
Fostering Reflective Teachers 241
Conclusion 242
References 243

Produkt-Details

• Erscheint lt. Verlag: 11.10.2016
• Zusatzinfo: IX, 263 p.
• Verlagsort: Singapore
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Schlagworte: Australian educational settings • classroom practice • indigenous education • Learning and Instruction • Life history approach • Narratives of teaching • Pre-service teacher narrative • Pre-Service Teachers • Researching classroom practice • Teacher course completion • Teacher Education • teacher retention • Teaching practicum • Teaching retention
• ISBN-10: 981-10-2571-1 / 9811025711
• ISBN-13: 978-981-10-2571-6 / 9789811025716