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Journal articles on the topic 'Teaching experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

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Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the

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McKeachie, Wilbert J. "Teaching, Teaching Teaching, and Research on Teaching." Teaching of Psychology 14, no. 3 (1987): 135–39. http://dx.doi.org/10.1207/s15328023top1403_1.

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Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.

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Walther-Thomas, Christine S. "Co-Teaching Experiences." Journal of Learning Disabilities 30, no. 4 (1997): 395–407. http://dx.doi.org/10.1177/002221949703000406.

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Riyanti, Dwi. "TEACHING WITHOUT STUDENTS: EFL PRE-SERVICE TEACHERS’ EXPERIENCES TEACHING IN PANDEMIC TIME." Journal of English Educational Study (JEES) 4, no. 2 (2021): 122–30. http://dx.doi.org/10.31932/jees.v4i2.1130.

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Since the outbreak of the Covid-19 pandemic, teaching and learning activities have changed dramatically. Within the Indonesian context, for example, beginning March 2020, the Indonesian government applied a social distancing policy. The situation forced both students and teachers to study and teach from home as the schools were closed to prevent the spread of the Coronavirus. This included how pre-service teachers learnt to teach. Intended to explore pre-service English teachers’ experiences related to their teaching practicum in this pandemic time, this paper focuses on gaining in-depth infor

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Briñosa, Jineilyn, and Michaelangelo Collina. "Advancing Teaching: Innovative Teaching Strategies and Learning Satisfaction Levels." Psychology and Education: A Multidisciplinary Journal 39, no. 6 (2025): 846–73. https://doi.org/10.70838/pemj.390609.

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Innovative teaching strategies are the instructional strategies that teachers employ to raise learners' academic achievement. This sequential explanatory research aimed to determine the extent of utilization of innovative teaching strategies by teachers, the level of satisfaction of learners, the teaching experiences of teachers, and the learning experiences of learners subjected to innovative teaching strategies in Polomolok 2 District, Polomolok, South Cotabato. For the school year 2022-2023, 101 elementary teachers and 263 learners from five schools in the Polomolok 2 District participated

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Jarrett, Kendall, and Richard Light. "The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts." European Physical Education Review 25, no. 2 (2018): 565–80. http://dx.doi.org/10.1177/1356336x17753023.

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This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness we

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Kuit, Judith A., Gill Reay, and Richard Freeman. "Experiences of Reflective Teaching." Active Learning in Higher Education 2, no. 2 (2001): 128–42. http://dx.doi.org/10.1177/1469787401002002004.

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Thönnissen, Udo, and Nik Werenfels. "Reciprocal Frames – Teaching Experiences." International Journal of Space Structures 26, no. 4 (2011): 369–71. http://dx.doi.org/10.1260/0266-3511.26.4.369.

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Andrian, Riko, and Widiya Yul. "Arabic Teaching Efficacy Model (ATEM): A Language Teaching Model Design." International Journal of Arabic-English Studies 23, no. 2 (2023): 269–384. http://dx.doi.org/10.33806/ijaes.v23i2.468.

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This study investigates the role of self-efficacy (S-e) in teaching Arabic and proposes a model for teaching that encompasses teaching goals, materials, and strategies. The study draws on Bandura's scientific works and other studies that develop S-e theory. The model is developed based on the characteristics of the materials that promote the growth of S-e in students, using three different methods. The resulting Arabic Teaching Efficacy Model (ATEM) improves objective thinking, critical thinking, responsiveness, and student persistence through active mastery experiences, vicarious experiences,

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Simons, Mathea, Marlies Baeten, and Claudio Vanhees. "Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching." Journal of Teacher Education 71, no. 1 (2018): 24–40. http://dx.doi.org/10.1177/0022487118789064.

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During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they

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Velos, Lochelle, Rosalino Evangelio, and Laarni Evangelio. "The Experiences and Performance of Public Elementary Teachers in the Post-Pandemic Era: A Correlation." Psychology and Education: A Multidisciplinary Journal 21, no. 5 (2024): 544–51. https://doi.org/10.5281/zenodo.12594429.

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This study investigates the experiences and performance of public elementary teachers in the post-pandemic era. Specifically, it examined their personal, professional, and social experiences and performance after the pandemic. This quantitative study used cluster sampling and was conducted face-to-face and online surveys with 105 teachers from New Bataan, Davao de Oro. Survey instruments were used to assess teachers' personal, professional, and social experiences, as well as their performance in the post-pandemic era.  The findings reveal that teachers reported moderate agreement with the

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Li, Jiao, Yun Wu, and Xuesong (Andy) Gao. "Novice and experienced language teachers’ experiences of designing materials: A comparative case study." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 43 (January 28, 2025): 167–82. https://doi.org/10.30827/portalin.vi43.29379.

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Language teachers’ experiences as materials designers have been identified to be influenced by various factors at different contextual levels, including teaching experience. Language teachers with varying experience levels exhibit different ways of responding to the challenges they experience. However, there is an inadequate understanding of the influence of teaching experience on language teachers’ professional development in their role as materials designers. This article reports on a comparative case study investigating the similarities and differences in the challenges that novice teachers

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Louie, P. Gula, and L. Nuñez Jayrome. "A Collaborative Auto- Ethnographical Study on the Emerging Phenomena of the 21st Century Practice- Teaching Journey." Partners Universal International Research Journal (PUIRJ) 01, no. 02 (2022): 80–91. https://doi.org/10.5281/zenodo.6727056.

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This research study aims to highlight the personal experiences encountered by the participants, compare the differences between both narrations, and lastly identify common phenomena. This study utilized the auto-ethnographical research study. Ellis and Bochner (2000) describe autoethnography as "an autobiographical form of writing that exhibits several levels of awareness, linking the personal to the cultural". Autoethnography may include a wide variety of topics, from personal research experiences to parallel explorations of the researcher's and participants' experiences, as

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Boateng, Sakyiwaa, and Benjamin Tatira. "Voices from the Field: Pre-Service Teachers’ First Time Experiences of Teaching Physical Sciences during School-Based Experience." International Journal of Learning, Teaching and Educational Research 22, no. 6 (2023): 59–77. http://dx.doi.org/10.26803/ijlter.22.6.4.

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School-Based Experience, commonly known as teaching practice, is widely acknowledged as an essential component of teacher education in institutions around the world. This study explored second-year pre-service teachers’ first-time experiences of teaching physical sciences during teaching practice. We contextualised the study within Dewey’s Theory of Experience to understand pre-service teachers’ experiences at a place of practice. The study utilised a qualitative phenomenological research design with 10 purposively and conveniently sampled pre-service teachers randomly chosen from a higher edu

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Hos, Rabia, Halil Ibrahim Cinarbas, and Hatice Yagci. "A Head-Start to Teaching." International Journal of Teacher Education and Professional Development 2, no. 2 (2019): 68–84. http://dx.doi.org/10.4018/ijtepd.2019070105.

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This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early fie

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Carabuena, Leslie Ann, and Gilbert Alva. "Teaching Experiences of Elementary School Teachers in the Full Implementation of Face-To-Face Classes Before and After the Pandemic in San Francisco Districts, Division of Quezon." Psychology and Education: A Multidisciplinary Journal 20, no. 2 (2024): 194–203. https://doi.org/10.5281/zenodo.11245680.

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This study focused on the teaching experiences of elementary school teachers in the San Francisco Districts, in the Division of Quezon, both before and after the COVID-19 pandemic. Focusing on the challenges and opportunities faced by teachers, the study examined teaching effectiveness, student engagement, teacher training, access to resources, and work-life balance. A comparative analysis was conducted to assess changes in teaching practices and experiences before and after the pandemic. The findings revealed that while teachers generally exhibited confidence in their teaching skills before t

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Ke Lomi, Aplonia Nelci. "Capturing Beginning Teacher�s Emotional Experiences in Teaching: An Analysis of Teaching Case in Introduction to Literature Class." Journal of Advanced Multidisciplinary Research 3, no. 1 (2022): 44. http://dx.doi.org/10.30659/jamr.3.1.44-52.

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Teachers frequently experience a wide variety of emotions during their teaching services. It is reported that the teachers �emotional experiences affect their performances in the classroom and can be one of the main sources of burnout and retention. This study captures the emotional experiences faced by a beginning teacher in her first days in the teaching practice program in an institution. This is a self-study with descriptive qualitative as the method of research. The researcher analyzed the teaching reflection as the instrument of the research. Based on the reflection, the teacher experien

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Bayot, Michelle F. "TEACHERS' LIVED EXPERIENCES IN TEACHING SCIENCE DURING THE PANDEMIC." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 71–82. https://doi.org/10.5281/zenodo.10908085.

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This qualitative study explored the lived experiences of elementary school teachers in teaching Science during the COVID-19 pandemic. The participants of this research were the teachers from  Bayawan City schools adopting modular learning modality, whose ages range from 39 to 59 years old, and whose length of teaching experience ranges from 16 to 36 years. Data were collected by means of recorded interviews and were analyzed using Colaizzi’s Method. Key findings revealed four (4) emergent themes representing the science teachers’ lived experiences. The themes cover the various

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Taggart, Andrew C. "The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences." Journal of Teaching in Physical Education 8, no. 1 (1988): 73–86. http://dx.doi.org/10.1123/jtpe.8.1.73.

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Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills

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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned abo

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Morgan, Bobbette M. "The Lived Experience: A Study In Teaching Online." Contemporary Issues in Education Research (CIER) 11, no. 2 (2018): 83–88. http://dx.doi.org/10.19030/cier.v11i2.10151.

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A researcher with five years’ experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselve

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Howlett, Kristina, and Huong Nguyen. "Autoethnographic Reflections of an International Graduate Teaching Assistant’s Co-Teaching Experiences." Journal of International Students 10, no. 2 (2020): 401–19. http://dx.doi.org/10.32674/jis.v10i2.774.

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This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdepend

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Mudau, Tshimangadzo Selina, Livhuwani Tshivhase, and Moreoagae Bertha Randa. "Health Course Lecturers Managing Online Teaching in a Historically Disadvantaged University in South Africa: The Raging Waves." Journal of Culture and Values in Education 5, no. 1 (2022): 195–210. http://dx.doi.org/10.46303/jcve.2022.14.

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The emergence of the coronavirus pandemic (COVID-19) required the sudden closing of educational institutions to save lives. Universities had to adopt and adapt to new teaching strategies to ensure that no learner was left behind. The purpose of this study is to describe the challenges experienced by university lecturers teaching health courses in adopting online teaching strategies. The objective of the study is to explore challenges experienced by university health course lecturers in a university from South Africa in managing online teaching platforms and the strategies employed by them to e

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Kang, Shin Hye, and Jae Young Hong. "Autoethnography of inquiry process in teaching professionalism of inexperienced teacher teaching career and vocation subject." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 497–515. http://dx.doi.org/10.22251/jlcci.2022.22.18.497.

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Objectives The purpose of this study is to explore the experiences experienced by low-career special teachers while teaching career and vocational subjects at special schools through self-cultural technology magazines and how they formed the expertise of career and vocational classes through such experiences. Methods The autoethnography research method was used as a means to the ends of this study. Autoethnography is a research method in which researchers use their autobiographical data to describe individual experiences from a self-reflection and self-reflection perspective. From the po

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Debra M. Barry, John M. Diaz, Natalie K. Ferand, Brian E. Myers, and Allen F. Wysocki. "Improving the Student Teaching Experience: A Delphi Study of Cooperating Teacher Needs." Journal of Agricultural Education 62, no. 4 (2021): 37–50. http://dx.doi.org/10.5032/jae.2021.04035.

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The student teaching experience has given student teachers the practical experiences they need to apply the theories and skills that they acquired in their collegiate coursework. The cooperating teacher has served in a crucial role in teacher education programs as a guide and leader of the student teaching experience. With cooperating teachers as the leaders in the most influential and critical part of the teacher education program, and with such a great impact on the next generation of agricultural educators, their support has remained vital to the success of agricultural education. This stud

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Alvear, Estefania, Maritza Rosas-Maldonado, and Annjeanette Martin. "How are Experienced EFL Teachers’ Beliefs Shaped by their Own Experiences Learning English at School?" Mextesol Journal 47, no. 3 (2023): 1–14. http://dx.doi.org/10.61871/mj.v47n3-18.

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Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers’ beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers’ school stories via narrative frames and semi-struc

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Buglass, Sarah L., Paula C. Stacey, and Duncan Guest. "Towards a New Era of Flexibility: Student and Staff Reflections on Online Learning." International Journal of Technology in Education 7, no. 4 (2024): 667–89. http://dx.doi.org/10.46328/ijte.746.

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Higher Education is in the midst of a digital revolution, with institutions bidding to harness the potential of technology. Periods of online learning experienced during recent times have accelerated the move towards widespread adoption, affording institutions the opportunity to evaluate and reflect on digitally mediated approaches. This report focuses on student (n = 584) and staff (n = 54) experiences of online teaching and learning in a large UKHEI Psychology department. Findings from mixed methods surveys suggest that while staff and students were largely satisfied with the online teaching

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Meraz Lewis, Ramona, Ginny Jones Boss, and Ayanna T. McConnell. "Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 023–41. http://dx.doi.org/10.28945/3616.

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Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs pro

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Venugopal, Dr Daruri. "Learner’s Evaluation in Teaching Learning Process." International Journal for Modern Trends in Science and Technology 6, no. 7 (2020): 175–80. http://dx.doi.org/10.46501/ijmtst060729.

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Learner’s Evaluation approach we understood the activities and experiences that the learners undergo in order to acquire the desired behavior. The faculty plays an important role in providing learning experiences. Learning experiences involve interaction of students and content with the help of faculty. Learning experience lead to behavior changes among learners. Learner Appraisal ascertaining the extent to which the teaching objectives have been met. The representation of the educational process shows the linking of each element with the other. In learner’s evaluation in teaching learning pro

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BERNALDINO, Elizângela de Souza, Raphaell Moreira MARTINS, and Clarides Henrich de BORBA. "TEACHING PROFESSION: PERCEPTIONS OF TEACHERS IN CONTEXTS TRAINING AND OPERATION IN THE MUNICIPALITY OF PORTO VELHO, RONDÔNIA." Boletim de Conjuntura (BOCA) 20, no. 58 (2024): 510–41. https://doi.org/10.5281/zenodo.14735695.

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The research aimed to analyze the perceptions of Physical Education teachers from public high schools in Porto Velho, Rondônia, regarding the teaching profession in contexts of training and practice, based on experiences shared during a continuous formative practice. The methodology integrates phenomenology and action research, with a qualitative approach grounded in the interpretative-comprehensive paradigm and hermeneutics. Data collection occurred during a continuous training session through a semi-structured questionnaire with seven mixed questions about the workday, teaching experie

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Crosby, Shantel, Angelique Day, Cheryl Somers, Beverly Baroni, Kristian Jones, and Jun Sung Hong. "Exploring Trauma-Informed Teaching through the Voices of Female Youth." Journal of Trauma Studies in Education 2, no. 1 (2023): 62–78. http://dx.doi.org/10.32674/jtse.v2i1.4587.

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Trauma-exposed, female students experience distinct challenges that impact their academic well-being. This study qualitatively explores female students’ school experiences from two high school settings—one trauma-informed school and one comparison school that did not utilize a trauma-informed approach. This study examines how students describe emotional experiences in their academic environment and suggestions for school improvement; as well as how their descriptions differ from comparison school students. Trauma-informed school participants experienced their education environment as emotional

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Tsang, Kwok Kuen, Guanyu Li, Li Wang, Guangqiang Wang, and Hongyan Wu. "The Relationship Between Teaching Experiences and Teacher Burnout in China: The Mediating Role of Emotional Labor." Beijing International Review of Education 4, no. 1 (2022): 135–51. http://dx.doi.org/10.1163/25902539-bja10010.

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Abstract Burnout is a common syndrome among teachers across the globe in the recent two decades. Although teacher burnout may be related to years of teaching experiences and emotional labor (surface acting, deep acting, and expression of naturally felt emotions), there is no consensus on the mechanisms of how teaching experience affects burnout. Thus, the study aims to examine how teaching experience and emotional labor are associated with teacher burnout. By surveying 417 teachers in China, the study finds that teaching burnout is negative associated with teaching experiences and the expressi

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Stuurman, Sylvia, and Gert Florijn. "Experiences with teaching design patterns." ACM SIGCSE Bulletin 36, no. 3 (2004): 151–55. http://dx.doi.org/10.1145/1026487.1008037.

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Conrow, Teresa, and Linda Delp. "Teaching Organizing through Workers' Experiences." Labor Studies Journal 24, no. 1 (1999): 42–57. http://dx.doi.org/10.1177/0160449x9902400105.

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Goldman, Ellen F. "Integrating work experiences into teaching." Journal of Strategy and Management 1, no. 1 (2008): 93–110. http://dx.doi.org/10.1108/17554250810909446.

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Ros, Rosa M. "Exchange of Astronomy Teaching Experiences." Transactions of the International Astronomical Union 24, no. 3 (2001): 95–100. http://dx.doi.org/10.1017/s0251107x00000481.

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AbstractThe Working Group of the European Association for Astronomy Education responsible for Teacher Training organises an annual Summer School for teachers under expert guidance. For a week the teachers participating can exchange experiences, increase their knowledge and discuss different ideas and perspectives.In general, the instructors are professional astronomers, professors and teachers from different countries. The papers presented offer very practical activities, paying special attention to didactic aspects, and take the form of general lectures to all 40 participants and workshops to

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Cavacece, M., E. PennestrÌ, and R. Sinatra. "Experiences in Teaching Multibody Dynamics." Multibody System Dynamics 13, no. 3 (2005): 363–69. http://dx.doi.org/10.1007/s11044-005-0723-z.

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Leach, Ronald J. "Experiences teaching concurrency in Ada." ACM SIGAda Ada Letters VII, no. 5 (1987): 40–41. http://dx.doi.org/10.1145/36077.36079.

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Igić, R., S. Milovanović, and S. Stoisavljević-Šatara. "Experiences in teaching clinical pharmacology." European Journal of Pharmacology 183, no. 3 (1990): 920–21. http://dx.doi.org/10.1016/0014-2999(90)92756-9.

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Havrda, Dawn E., Janet P. Engle, Keri C. Anderson, et al. "Guidelines for Resident Teaching Experiences." Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy 33, no. 7 (2013): e147-e161. http://dx.doi.org/10.1002/phar.1250.

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Clements, Jennifer N., Katie McClendon, Jill Borchert, et al. "Teaching experiences in pharmacy residency." JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 8, no. 1 (2025): 62–69. https://doi.org/10.1002/jac5.2066.

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AbstractPostgraduate pharmacy residencies equip trainees with advanced clinical skills for patient care and prepare them for specialized roles in their careers. Teaching is a core responsibility for most pharmacists, yet postgraduate residency training often lacks standardization in teaching and learning experiences. The American Society of Health‐System Pharmacists (ASHP) provides residency accreditation standards; however, the activities related to teaching objectives may lack consistency across institutions and programs. The 2024 American College of Clinical Pharmacy (ACCP) Publications Com

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Baik, Jeong-yi. "A Study on Simulated Teaching Design for Improving Authenticity: The Experience of Simulated Teaching and Teaching Practice." Korean Association for Literacy 13, no. 4 (2022): 279–324. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.09.

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To improve the authenticity of the simulated teaching task in Korean, this study focused on the Korean language pre-service teachers’ experience of simulated teaching and teaching practice. The intention of comparing the perception on simulated teaching and teaching practice, which is located between real teaching and simulated teaching, was to gauge the authenticity of the class by experienced people. Third graders of the C University of Education, who experienced both simulated teaching and teaching practice in the same semester, were asked to write selfreflective reports on both exper

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Al-Nofli, Mohammed Abdullah. "Omani Undergraduate Students’ Awareness and Experiences of the Research-Teaching Nexus." International Journal of Higher Education 10, no. 4 (2021): 207. http://dx.doi.org/10.5430/ijhe.v10n4p207.

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The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students

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Isidro, Elizabeth, and Laura Teichert. "Towards Socially Just Literacy Teaching in Virtual Spaces." Journal of Curriculum Studies Research 3, no. 1 (2021): 21–41. http://dx.doi.org/10.46303/jcsr.2021.6.

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This study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led to a shift to online instruction. From a social justice lens, we approach the research questions: What are undergraduate preservice teachers’ literacy teaching experiences in a newly-transformed-to-online literacy methods course? In what ways does a virtual tutoring field experience prepare preservi

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Kerridge, Jon M. "Experiences with the teaching of Occam." ITNOW 27, no. 3 (1985): 30–34. https://doi.org/10.1093/combul/27.3.30.

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Abstract Occam* has now been available, in one guise or another, for some three years. It is perhaps pertinent to look back on the experience of using and teaching oceam, to examine the difficulties and benefits students have experienced as a result of being exposed to concurrent languages in general and occam in particular.

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Bada, Abiodun Adekunle, and Loyiso C. Jita. "Teaching practice: Experiences of pre-service physics teachers." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 6 (2023): em2281. http://dx.doi.org/10.29333/ejmste/13233.

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The experience pre-service teachers take to the teaching profession go a long way to determine their success level. This experience is usually learnt consciously or unconsciously, developed, and improved during their professional teacher training program. This paper adopts the concurrent mixed methods research approach to investigate the experiences of pre-service physics teachers after completing 2019/2020 teaching practice exercise. The investigation involved 84 final year college of education students in Nigeria. A semi structured questionnaire, which allows the collection of quantitative a

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Gilbert, Stephanie, and Gail Tillman. "Teaching Practise Utilising Embedded Indigenous Cultural Standards." Australian Journal of Indigenous Education 46, no. 2 (2017): 173–81. http://dx.doi.org/10.1017/jie.2017.4.

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The Wollotuka Institute, University of Newcastle, New South Wales, is the first university or organisation to enter into the accreditation process with the World Indigenous Higher Education Consortium (WINHEC). Part of that process includes identifying the local cultural standards and protocols that drive and shape our work as a cultural entity. As a result of successfully completing these processes, the course ‘Working with Aboriginal Communities’, consciously underwent a process of affirmation recognising and embedding where missing, these cultural protocols within our pedagogy and curriculu

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Yoo, Sung-Sang, Yoonjung Hwang, Gayun Jang, Jiin Kim, and Minjeong Jeon. "A Study on Online Teaching Experiences of Teachers in Developing Countries during the COVID-19 Pandemic: focusing on transformative learning theory." Korean Comparative Education Society 32, no. 6 (2022): 111–37. http://dx.doi.org/10.20306/kces.2022.12.31.111.

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[Purpose]This study aims to explore secondary teachers’ online teaching experiences in Bangladesh, Indonesia, Thailand, and the Philippines during the educational crisis due to COVID-19, and to analyse the process of changes in teachers’ perception toward education. [Methods]In-depth interviews were conducted with teachers (19 teachers in total) from four developing countries. The interview results were analyzed using open coding method to determine common themes in teachers’ experiences of all four countries. In this process, teachers' experiences of perception change were classified into thr

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Rismawati, Neneng, Samsu Samsu, and Abdul Rahman. "Eksplorasi Pengalaman Mengajar Mahasiswa Calon Guru melalui Pendekatan Photovoice: Studi Fenomonologis di Sekolah Dasar Indonesia." Diniyah: Jurnal Pendidikan Dasar 5, no. 2 (2025): 82. https://doi.org/10.31332/dy.v5i2.11376.

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This study aims to explore the emotional experiences of pre-service teachers during their Field Teaching Practice (PLP II) at SD Negeri 92 Kendari using the photovoice approach. Employing a qualitative method with a phenomenological design, data were collected through photovoice submissions and semi-structured interviews. The analysis followed three stages of coding: open coding, focused coding, and identification of critical incidents. The findings reveal that participants experienced a range of emotional states throughout the teaching practicum, including fear, anxiety, self-confidence conce

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XIA, Yue. "Research on teaching efficacy of pre-service teacher during practice teaching." Region - Educational Research and Reviews 6, no. 3 (2024): 99. http://dx.doi.org/10.32629/rerr.v6i3.1824.

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Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. This study examines the changes in pre-service teachers' teaching self-efficacy during a practice teaching course. A mixed-methods approach was employed, involving pre- and post-course surveys to assess self-efficacy levels and qualitative interviews to capture participants' reflections on their experiences. Qualitative data further underscore the importance of practical experience, peer interactions, and mentor support in enhancing

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