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consider the option of achieving the lesson objectives by incorporating in the
lesson also pupils-pupil interactions.
• Stage B: Scenario analysis, class discussion and summary
This class discussion focuses on the characteristics of Jim's behavior. It is rec-
ommended to highlight the importance of the practicum as an arena in which the
students can gain and improve also pedagogical skills, and in particular, increase
their awareness to the option of fostering also pupil-pupil interaction to improve
teaching processes.
Specifically, during the discussion and at its summary, it is important to
highlight the following behaviors which are typical to new teachers and to
discuss with the students ways to cope with these tendencies:
• The desire to follow their lesson plan.
• Avoidance of pupil-pupil interaction. Several reasons may explain this
avoidance:
− The wish to follow lesson plans
− The lack of confidence required to manage the complex situation of
guiding a full class interaction
− Inability to recognize the added value they, as well as the pupils, can
gain by following up on pupils' assertions
If appropriate, this discussion can also address feelings associated with teach-
ing in general, and CS teaching, especially in the first years, in particular.
We end by mentioning that similar to the scenario described in Activity
106, Jim's case can increase the university mentor's awareness to the fact
that what is taught in the MTCS course is not transferred automatically to in-
school situations. Consequently, when the university mentor guides prospec-
tive CS teachers, he or she should increase their awareness to the importance
of using different interaction modes (e.g., teacher-pupils, pupil-pupil).
Activity 108: Prospective Teacher's Conception about the First Lesson
This activity focuses on the first lesson a novice teacher teaches.
The students are presented with the following scenario about Gila, who is
a prospective CS teacher who conducted her practicum in an 11th grade CS
class. After the first lesson she taught, Gila confessed:
Yesterday, at home, I told myself maybe 100 times what I should cover [in
the lesson]. In the morning, it was no longer important for me what I will say
in class. On the bus [on the way to the school] I started talking to myself again
in my head. I realized that I know every single word and I was afraid that I
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