ERIC Number: EJ1452054
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1931-4744
Enhancing Teacher Education Students' Diagnostic and Instructional Design Capabilities in a Teacher Education Course
Shih-Hsiung Liu
International Journal for the Scholarship of Teaching and Learning, v18 n2 Article 12 2024
This study developed a teacher education program for teacher education students (TESs), incorporating collaborative inquiry and panoramic cameras to guide them in observing young students' learning performances during teaching, with the goals of enhancing instructional design capability for diagnosing student learning problems and investigating the feasibility of this approach. Twenty-two participants, divided into five groups, engaged in teaching practice across five different junior high school classes simultaneously. The remaining 17 participants conducted classroom observations. Post-teaching discussions of a group followed, with this three-week cycle repeating four times, allowing each TES to serve as a teaching educator. The study concludes that TESs' diagnostic abilities in identifying student learning problems have improved, along with a noticeable positive change in their perceived capabilities for designing teaching activities. Overall, the proposed course framework demonstrates feasibility in teacher education.
Descriptors: Preservice Teacher Education, Preservice Teachers, Educational Diagnosis, Instructional Design, Learning Problems, Junior High School Students, Classroom Observation Techniques, Video Technology
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A