Section archive - Theories & Approaches
Page 1/52 513 items
Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions
Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can Dewey’s epistemology be extended to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The authors conclude that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.
Updated: Jun. 06, 2019
The purpose of this study was to examine what effective strategies for managing student behavior meant to the teachers through their classroom experiences. The findings revealed that the participants commonly used eight strategies to manage student misbehavior, of which seven were perceived to be effective, i.e., rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement.
Updated: Dec. 13, 2018
This article addresses the need for pedagogical approaches to working with open educational resources (OER). The authors found that the blended pedagogical strategy led most students to identify patterns in primary source OERs. The students began to refine personal models of a complex domain, and applied primary and secondary source evidence to reason for claims and solutions to a transfer problem.
Updated: Dec. 06, 2018
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
This study aims to examine the effects of expectations of future work environment, perceptions of satisfaction, self-efficacy, and emotional intelligence on preservice teacher (PSTs) commitment to the profession. The findings reveal that preservice teachers’ personal and environmental expectations play an important role in their motivation to continue in the teacher education program and enter the teaching profession. The results also show that when PSTs perceived higher levels of collaboration with colleagues and higher levels of autonomy in the classroom, they also exhibited increased levels of satisfaction. However, when PSTs perceived their future work environment as less than ideal they exhibited lower levels of satisfaction.
Updated: Nov. 06, 2018
In this study, the authors were interested to understand their practice as teacher educators. The authors argue that from their reflections on their own experiences, they now better understand the power of their personal apprenticeships of observation over their teaching practices.
Updated: Oct. 28, 2018
The authors designed a lab-based pilot and classroom-based feasibility study to examine an effective way to introduce mindfulness meditation. The authors conclude that the findings of these two studies of the guided mindfulness meditation — one a pilot and the other comparative trial — suggest that mindfulness meditation is feasible to introduce to early childhood education students with some modifications.
Updated: Oct. 21, 2018
This article aims to examine how sociopolitically conscious teacher educators tailor preparation for teachers of color. The results showed that teacher educators’ pedagogy for teacher candidates of color was characterized by three binding mindsets and practices: 1. The authors found that teacher educators made an intentional choice to work as a change agent for communities of color. 2. The authors also found that teacher educators challenged sociocultural barriers to the academic and professional achievement of teachers of color. 3. It was also found that teacher educators implemented constructivist approaches as an instructional bridge to prepare teacher candidates of color to work with culturally and linguistically diverse students.
Updated: Oct. 18, 2018
This study aimed to determine the impact of a course on inclusive education on participants’ attitudes, concerns, and their teaching efficacy. The findings reveal that formal education alters pre-service teacher attitudes, concerns, and efficacy towards inclusive education while also revealing that demographic differences influenced the ability of formal education to modify these characteristics.
Updated: Oct. 16, 2018
Picture This: Multimodal Representations of Prospective Teachers' Metaphors about Teachers and Teaching
This article describes the results of a multimodal project. The research study centers on participant-generated metaphors and required prospective teachers to capture, produce, and share their selected metaphors through multimodal means. The findings reveal that the participants vary in their metaphorical conceptions of teachers and teaching. They are able to identify and articulate metaphors for teachers and teaching through multimodal means. The participants understood the metaphors and shared through multiple modes they were able to demonstrate and articulate in more than one way. The findings suggest prospective teachers' uses of multimodality enabled individuals, to varying degrees, to more readily and through multiple modes identify, capture and articulate their understanding(s) of teaching and teachers.
Updated: Oct. 04, 2018
This paper describes a systematic review to critically analyze empirical research conducted in the field of social justice and teacher education and published in peer-reviewed journals within the last 10 years. The authors found that the broad foci of this research could be represented by four themes: understandings of social justice and attitudes to diversity, changes in beliefs, field experience and service learning, and innovations and challenges in teacher education.
Updated: Aug. 12, 2018