Teacher Training Design Blended Learning of Pedagogical Competence School Counseling (original) (raw)
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Developing Pedagogical Competence Students Through Blended Learning
icvl.eu
The modern school is seen as vital space, where teachers should create optimal conditions for the development of intellectual, social, emotional and other components of the personality of students. It's changing the nature of the activities of teachers, increasingly they fall in different socio-educational situations, which require teamwork and highly developed vocational educational and individual skills. Training in Pedagogical practice of students carries out the connection between theoretical knowledge and the formation of an individual pedagogic style and behavior in a real school environment. Questionnaire research with graduates, teachers and interviews with the students indicate that blended learning as a flexible type of training improved students e-skills, developed the communication skills and skills in team work, reflection, critical thinking, making effective and adequate decisions in educational process. Integrative nature of the blended learning enables an adequate preparation of students -future teachers for-adjustment to pedagogical community and activities to reduce stress situations.
Teachers' technological skills and blended learning competency play a very integral role in students' understanding, in offering assistance, and in taking the necessary steps to ensure students achieve learning objectives. The main objective of the study is to determine the teacher's level of technological skills in terms of Basic Computer Skills and Internet and Navigation Skills; determine the teacher's level of blended learning competency and the significant relationship between teacher's technological skills and teacher's blended learning competencies. The study employed a descriptive-quantitative research design using a modified survey questionnaire based on the National ICT Competency Standard of the Commission on Information and Communications Technology and Computer Literacy Questionnaire and NGLC Professional Learning Blended Learning Teacher Competency Framework to determine the teacher's level of technological skills and blended learning competencies among 18 teachers of the Local City College of Zamboanga City. It was concluded that the teacher-respondents are technologically skilled in terms of Basic Computer Skills and Internet and Navigation Skills. They were knowledgeable and equipped with the necessary skills on the basic components of a personal computer, the management of files and print documents, the uses of the internet and electronic mail for educational and personal purposes, and the tools for slides presentation. The teacher-respondents were competent in teaching in the blended learning modality. There was a moderate correlation between the teacher's level of technological skills and level of blended learning competency when analyzed. Teacher-respondents who were skilled in the use of technology were also competent in teaching in the blended learning modality.
The use of blended learning technology in the training for students of pedagogical specialties
Revista on line de Política e Gestão Educacional, 2021
This study aims to establish the effectiveness of the use of blended learning technology, its impact on the success of higher education applicants, and the quality of education in general. Additionally, the pedagogical technology was evaluated by the participants of the educational process. The main methods are pedagogical experiment and interviewing for theoretical research using descriptive methods, synthesis and analysis. The main hypothesis is that blended learning is an effective, convenient, and efficient pedagogical technology, which is a necessary component of modern university education. The result of the pedagogical experiment should establish the level of blended education technology effectiveness for students of pedagogical specialties in the conditions of the modern educational paradigm. In the future, it is worth continuing to develop the innovative concept of blended learning in educational practice in a harmonious combination of online and offline learning.
2021
This paper examines the influence of blended pedagogy in facilitating the development of digital competences among teacher trainees in a leading University in Uganda. This is an action research that took place between August and November, 2019, in which data were collected from third-year teacher trainees at School of Education in a pre-and post-intervention survey environment. At the beginning of August 2019, a self-administered questionnaire (SAQ) seeking the opinions about the teacher trainees' digital competences was administered. In the course of the semester, the researchers introduced a blended pedagogy approach through offering online tutorials to the teacher trainees using a MOODLE learning management system referred to as Makerere University Electronic Learning Environment (MUELE) in the course unit known as Evaluation of Instruction. Prior to the beginning of semester one examinations in November 2019, the same SAQ was administered to teacher trainees to examine the influence of blending online tutorials in nurturing their digital competences. Findings indicate improved competences in teacher trainees' digital competences in line with navigation in the internet environment, operating mobile internet, operating internet-based search engines, and formal internet skills. Other competences that teacher trainees demonstrated improvement include digital information and communication competences. The study, however, indicated minimal improvement in teacher trainees' digital competences in content creation. Consequently, it is recommended that teacher educators should deliberately adopt the use of blended pedagogy to enable teacher trainees develop the various digital competences expected from the twenty-first-century teacher.
Pre Publication Manuscript: Comparing Online and Blended Teaching Competencies: A Literature Review
Distance Education, 2018
This paper presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are: (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top twenty blended teaching skills include: flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching, and that teacher education programs include the identified skills in curriculum.
Blended Education: Meaningful Use Of Technology
CERN European Organization for Nuclear Research - Zenodo, 2022
Blended education has become the need of an hour. It has a wide scope and is considered as a boon for academic world. Moreover, blending offline and online teaching and learning is actually a meaningful use of technology. Therefore, this topic was selected for the purpose of research with the objective of knowing the viewpoint of teachers and investigating the effectiveness of blended education in real life. The researcher used structured questionnaire to collect primary data from various respondents. Total 320 teachers filled the questionnaire based on their personal experience. After the data collection process, it was analyzed in SPPS software in which percentage, frequency, mean and standard deviation values were calculated. The researcher concluded blended education as a very effective mode of teaching and learning considering the advantages highlighted in this paper. The results also indicate that blended education helps not only in personal development but also in professional development.
Comparing k-12 online and blended teaching competencies: A literature review
Distance Education, 2018
This paper presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching, and that teacher education programs include the identified skills in curriculum.
Turkish online journal of distance education/The Turkish online journal of distance education, 2024
This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers' levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers' positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.
2017
This paper provides an analysis of the implementation of a blended learning approach in a newly revised part-time teacher education program at the University of Oslo, Norway. A digital learning platform was implemented in the pedagogy component of the study and served as an extension of the compulsory face-to-face pedagogy seminars and lectures on campus. The study aims to identify how the student teachers use the modules in their learning process and how they assess the teacher education program as contributing to the development of their professional digital competence (PDC). Our main finding is that student teachers actively use the online modules to structure their studies. The students who report that they actively use the online modules assess the teacher education program as enhancing the development of their PDC whereas those who report a less active use state that the teacher education program is less valuable in contributing to the development of their PDC.