Section archive - Instruction in Teacher Training
Page 1/93 924 items
Opportunities for Learning Given to Prospective Mathematics Teachers: Between Ritual and Explorative Instruction
This study aimed to examine how certain underlying assumptions about mathematical learning, as reflected in a teacher educator’s discourse in whole-classroom discussions, align with opportunities to mathematize either ritually or exploratively. The authors argue that the findings showed that at the surface level, the instruction in the class seemed to align with ‘‘explorative’’ goals. The authors also argue that the instruction, however, was more aligned with ‘‘ritual’’ goals that are concerned with producing narratives about people, not about mathematics.
Updated: Nov. 18, 2018
‘Letting the Right One In’: Provider Contexts for Recruitment to Initial Teacher Education in the United Kingdom
This study examined relationships between the recruitment practice and contexts for recruitment to initial teacher education (ITE). The authors found that policy makers in England have recently shifted the balance of responsibility for recruitment from higher education institutes (HEIs) to schools. The policy makers in Wales are considering a similar change, but at present their recruitment is firmly in the control of HEIs. The authors found that the recruitment to ITE in Northern Ireland remains firmly in the control of HEIs whilst policymakers in Scotland remain committed to its partnership of HEIs and local authorities in recruiting to ITE.
Updated: Nov. 15, 2018
This study investigated executive function development during teacher preparation. The findings suggest that pre-service student teachers typically have average levels of metacognition index (MI) and behavioural regulation index (BRI) compared to the wider population.
Updated: Nov. 13, 2018
This study aimed to understand how a journal club, which is used in the science and medical fields to connect theory to practice, could be used in teacher education to reduce the theory–practice gap. The authors argue that the journal club incorporated the three characteristics of a community of practice: learning, meaning, and identity. As the participants presented, discussed, and tied the articles they chose to their practice, their initiative to make the journal club a site for learning grew (enterprise), they grew to respect and trust one another (mutuality), and they became more aware of how participation in the journal club helped them to improve their practice (repertoire).
Updated: Nov. 11, 2018
The goal of the "Write for Your Life Project" was to strengthen teacher candidates’ skills in both traditional and digital writing literacies through the use of social networks, blogging, texting, online modules and other social media. The project was designed to encourage teacher candidates to write daily, devise writing minilessons, use peer conferencing, and publish final pieces. This paper describes how the Write for Your Life Project (W4YL) helped teacher candidates (TCs) integrate traditional approaches to teaching writing with new literacies.
Updated: Oct. 11, 2018
Authentic Role-playing as Situated Learning: Reframing teacher Education Methodology for Higher-order Thinking
In this paper, the authors draw from situated learning theory and teacher education research to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. The authors conclude that the experiences of their self-study of the pedagogy of Authentic Role-Playing as Situated Learning showed them that the act of teaching can indeed be demystified by modeling higher-order thinking and teaching within a situated performance role-play, with a robust meta-commentary and significant vulnerability. The authors now believe that vulnerability is an essential element of modeling; without it, they are merely demonstrators, not teachers of teachers.
Updated: Sep. 20, 2018
This article describes a case study that analyzed how preservice English and social studies teachers used instructional technology (IT) during their internship. The authors conclude that the participants were able to use IT for different purposes. However, they tended to use it mostly at Substitution, Augmentation, Modification, Redefinition (SAMR) framework’s Substitution and Augmentation levels. The authors found that although the IT enhanced the participants' efficiency, it seldom transformed their instruction.
Updated: Sep. 13, 2018
Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course
This study aimed to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. The findings reveal that students made many more references to play in their defense of developmentally appropriate practices following the play lab, and the reasons they gave for the importance of play in early childhood classrooms became more diverse. The students’ responses also expanded to include the power of play to promote engagement.
Updated: Aug. 30, 2018
The Quality of Classroom Experiences in Chinese Kindergarten Classrooms across Settings and Learning Activities: Implications for Teacher Preparation
This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.
Updated: Jul. 26, 2018
This study investigates the insights and challenges that prospective teachers (PSTs) experience when exploring early algebraic reasoning. The findings indicate that when PSTs engage in early algebra experiences during their preparation for teaching, they may experience meaningful new insights but may also face conceptual challenges. The author also argues that the results suggest that PSTs may benefit from developing informal ways to represent algebraic expressions and equations.
Updated: Jul. 15, 2018