Learning in online environments to teach face-to-face in schools: Exploring preservice teachers’ learning and teaching effectiveness while on school placement
Antonio Calderón, Mary Masterson, Ebru Boynuegri
SATLE Funding 2020
Background
Pandemic pedagogies
(Emergency) online teaching and learning
Teaching effectiveness?
(Williamson, 2020)
(Carrilo & Flores, 2020)
(Kim, 2020)
Theoretical framework
Quality teaching
Good teaching
Successful teaching
Quality teaching vs quality education
+
situated understanding/tacit/intuitive knowledge (traditional-craft)
Professional knowledge / Paradigms
technical ‘know-how’ (behaviouristic)
+
Critical reflection (critical inquiry)
=
(Winch et al., 2015; Zeichner, 1983)
Purpose
Explore the teaching effectiveness of student teachers when they teach in the schools after “learning to teach” in online-only environments
Participants & data construction
Technology
Effective design leads quality teaching
Nurtures critical reflection skills
5 assignments each
Units of learning
University tutors observation forms
Lesson plans
Reflections
(Music, Maths, PE, Business, Languages, Technology, Science)
55 preservice teachers (PME1)
Online teaching and learning
1 semester online + SP (5+3)
Break-out rooms
Synchronous
Recorded lectures
Ticket-to-class
Lecturer variability
…
Data Analysis
Reflexive thematic analysis
Line-by-line-coding
Constructing themes
Refining themes
A variety in researchers’
positionality
(Braun & Clarke, 2019)
Generating initial themes
Creative and interpretive stories
1. Strong in student-centred teaching,
but teacher talk
2. Strong in preparation,
but LO/LI, questioning, and pace
Highly plannable aspects of teaching that are based on technical knowledge
“Good use of questioning but try not to answer for them.”
“I should slow down and explain at a much slower pace”
“I have noticed various lengths of time being invested in teacher talk”
Findings
1. Nurturing a positive learning environment
A good rapport, democracy/inclusion,
& safety
2. Need to improve teacher-student, interactions
Relationships and (online) building community
Less plannable aspects of teaching related to situated and craft knowledge that condition reflection-in-action
“What I will work on going forward is setting an expectation of silence when the teacher is speaking.”
Findings
“The atmosphere produced in the class was calm and relaxed, the teacher commented on my ‘warm’ and supportive presence in the class that the students liked.”
Findings
Successful in addressing the areas for development and in finding resources
Metaknowledge that is represented by critical reflection
“I recognise that finding the balance between teacher talk and student talk is a challenging task. However, I am sure that once I continue to be committed to my responsibilities as a teacher and seek to analyse my own classroom discourse through daily reflection exercises, then I have faith that I will someday strike this balance.”
Summary
The limited time allocated in gaining experience in real contexts
Successful in critical reflection and finding sources
Needs improvement in situated knowledge
The extended time allocated to theoretical knowledge
Success in technical knowledge
Needs to transfer those skills to real practice
Final thoughts
The limited time allocated in gaining experience in real contexts
Successful in critical reflection and finding sources. Needs to transfer those skills to practices.
Needs improvement in situated knowledge
The extended time allocated in theoretical knowledge
Success in technical knowledge
observation
judgement
Critical
reflection
CK, PCK
And CK
Technical teachers
(Winch et al., 2015; Zeichner, 1983)
Focus of ITE
Blending paradigms
Holistic teachers
(Calderón & MacPhail, 2021)
Learning in on-line environments to teach face-to-face in schools: Exploring preservice teachers’ learning and teaching effectiveness while on school placement
Antonio Calderón, Mary Masterson, Ebru Boynuegri
antonio.calderon@ul.ie
mary.masterson@ul.ie
ebru.boynuegri@ul.ie