Diana Petrarca

Exploring Teachers Perceptions of Web-Based Learning Tools

Over the past 8 to 10 years, web-based learning tools (WBLT s), also known as learning objects, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of these tools, particularly in middle and secondary school environments. The purpose of the current study was to analyse teacher perceptions of the use of WBLT in middle and secondary school classrooms. Data collected from the Learning Object Scale for Teachers (LOES-T) showed moderate to good reliability and demonstrated construct and convergent validity. Overall, most teachers rated WBLT s as easy-to-use and engaging for students. They also reported that WBLT s promoted successful learning. A number of teachers noted that significant time was spent searching for appropriate WBLT s and preparing lessons. T echnological problems related to WBLT s were not reported often and focussed mostly on Internet speed. The main suggestion offered by teachers was to be prepared to spend time selecting, testing, and preparing the materials in order to ensure successful use of WBLT s. Ke ywords: evaluate, assess, usability, scale, secondary school, WBLT s, web-based learning tools

Tensions between theory and practice: interrogating our pedagogy through collaborative self-study

This qualitative study explored how two early-career teacher educators analysed and challenged pedagogical approaches within their curriculum methods courses via the collaborative self-study methodology. Our critical friendship revealed similar problems of enactment and tensions in our pedagogies of teacher education, despite the differences in both the curriculum methods course content area and division focus (i.e. elementary and secondary education). The self-study also provided a structured opportunity to reflect critically upon the unique pedagogical issues embedded within pre-service teacher education programmes. Our central conclusion is that, as new teacher educators, we struggle to overcome the same problem of enactment as the teacher candidates we teach.

Approaches to Teacher Education

Initial teacher education programmes vary in guiding principles, structure, format, funding, and pedagogies. At the same time, most are similar in touching on a wide-range of topics and themes without clear guiding principles. This has contributed to the contention amongst various stakeholders that we do not “do” teacher education well. The limitations of these conventional approaches used in universities around the globe have prompted significant innovations internationally, including alternative approaches to teacher preparation outside the university. To understand and learn from a range of teacher education programmes and practices, this chapter examines initial teacher education examples that typify the three crucial elements of theory, practice, and reflection. This chapter also explores initial teacher education programmes that attempt to systematically and thoughtfully integrate all three elements. In the context of this chapter, practice refers largely to the practical application of knowledge and skills within the school settings. Theory is used broadly to refer to the theory and research specific to the content of teacher education courses. Reflection refers to the complex, active, and intentional meaning-making activities. Approaches to teacher education that exemplify high engagement with a single element are examined, followed by approaches that attempt to integrate all three.