Section archive - Instruction in Teacher Training
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Investigating the Improvement of Prospective Elementary Teachers’ Number Sense in Reasoning about Fraction Magnitude
This study explored whether and how prospective teachers (PTs) fraction sense could improve in the setting of a Number and Operations course. the results from the interviews with seven participants provide evidence that their performance and flexibility in comparing fractions improved. The authors found that 6 of the 7 interview participants adopted at least two new valid strategies for comparing fractions. Consequently, these findings can guide mathematics teacher educators how to support PTs to reason meaningfully and flexibly about fraction magnitude.
Updated: Oct. 25, 2017
In this article, the authors examined the potential impact of video excerpts of teaching on pre-service teachers' learning. They were also interested to identify and focus on the development of students' understanding of mathematics and the teaching and learning actions likely to facilitate this. The authors found that many of the pre-service teachers were interested in the development of students' understanding. However, many of the participants struggled to identify evidence of it or observable teaching actions likely to contribute to it.
Updated: Oct. 17, 2017
This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.
Updated: Oct. 01, 2017
The purpose of this study was to explore the roles and perceptions of Indigenous community partners as co-teacher educators working to improve teacher preparation for Indigenous education. The author found that community partners identified three themes of active involvement to support the needs of urban Indigenous children and their teachers: (a) experiences with Native peoples, (b) professional development, and (c) community. Each of these facets advanced the conversations around the perceptions and roles of Indigenous communities as sovereign stakeholders committed to decolonization in primarily non-Indigenous teacher preparation.
Updated: Sep. 24, 2017
This article describes one postgraduate teacher education programme, where video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. The findings revealed that most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development.
Updated: Sep. 10, 2017
Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers’ Literacy-Related Behaviors and Classroom Environment
The current study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers’ use of strategies during independent book-reading periods. The findings revealed that teachers, who participated in the demonstration and modeling of practices, engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers, who did not participated in the demonstration and the modelling.
Updated: Aug. 28, 2017
Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds
This article examined a professional development course within a large urban school district for preKindergarten and Kindergarten teachers. In the course, the teachers were asked to reconceptualize their pedagogical practices with their students and engage in learning activities in their classrooms that attended to the children’s sociocultural worlds.
Updated: Aug. 13, 2017
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching
This case study examines how six coteachers planned instruction for three environmental science classes. Using sociocultural theory, the study provides insight into the complexity and challenges in coplanning such as using collective knowledge to produce lesson plans, identification of teaching resources, the importance of communication between coteachers during planning and the enactment of lessons, and teachers’ time as a limited resource.
Updated: Aug. 13, 2017
The purpose of this research is to identify the factors within the school environment that enhance and facilitate a teachers’ innovative behavior. Furthermore, it aims to examine whether it is possible to predict a teachers’ innovative behaviour with the proposed two-layer model (with self-efficacy being the first layer and teaching practices being the second). In this study, a model for predicting teachers’ innovative behaviour was proposed, with three general factors of school environment: interaction and involvement, need for innovation and freedom for innovation. The authors conclude that a teachers’ innovative potential is developed and used in the best possible way, when the school environment provides them with possibilities for self-development, recognition for their innovative behaviour and professional development and also constructive feedback from school management and the students’ parents.
Updated: Aug. 07, 2017
Collaboration Beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors
This paper describes an action research project in the preparatory school English classroom of first author. She described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis more authentic for her high school seniors. Web 2.0 tools can be used to expose more students to a community that guides them through the shift to college discourse. The implications of this partnership are explored within this project.
Updated: Jul. 19, 2017