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Section archive - Instruction in Teacher Training

Page 8/98 971 items
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71
Understanding the Use of Online Role-Play for Collaborative Argument through Teacher Experiencing: A Case Study
Authors: Zhang Li, Beach Richard, Sheng Yue
This study examines how teachers experience the use of online role-play for collaborative argument so that they could have a better knowledge of how technology enhances learning. The findings reveal that online role-play was an appropriate way for teaching collaborative argument. The participants indicated that topic choice would influence their degree of involvement in the activity. Furthermore, the findings show that participants recognised the value of conducting research on the topic prior to posting for evidence to support their claims. Finally, the participants identified a number of benefits of online role-play.
Published: 2016
Updated: Feb. 07, 2018
72
Preparing Early Childhood Professionals for Relationship-Based Work With Infants
Authors: Recchia Susan L., Lee Seung Yeon, Shin Minsun
This study aimed to examine the process through which three student caregivers learned to develop relationships with a key infant in the context of an infant practicum course. The results revealed that the power and value of relationships were an essential context for learning about infant development, infant care and education, and preparation of infant professionals. As they developed reciprocal responsiveness with their key infants, the students shared that they experienced emotional rewards and intimate connections, and gained confidence in understanding and caring for infants. The results also highlight the importance of parent–caregiver relationships. The authors found that the caregivers benefitted from having opportunities to get to know their key infants’ families.
Published: 2015
Updated: Feb. 07, 2018
73
Skill Based Teacher Education in Blended Learning Scenarios
Authors: Schloeffel Ralf, Borchert Thomas
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Published: 2017
Updated: Feb. 06, 2018
74
The Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
Authors: Van Ingen Sarah, Eskelson Samuel L., Allsopp David H.
This study aimed to understand the characteristics of the questions and responses of prospective teachers (PTs) who engaged in a mathematics-specific consultation about how to meet the mathematics learning needs of a student with special education needs (SEN). The findings reveal that elementary PTs did not maximise the potential of questioning and responding stages of the consultations. The authors found that elementary PTs rarely asked about how the SEN affected the mathematics learning. They also rarely attended to either the mathematics content or the student engagement in the mathematical practice.
Published: 2016
Updated: Feb. 06, 2018
75
Creating Hybrid Spaces for Talk: Humor as a Resource Learners Bring to Informal Learning Contexts
Authors: Ash Doris
In this article, the author focuses on recognizing humor as a powerful resource for newcomers in social settings like museums. The author discusses humor as a tool families use to help themselves feel more comfortable in museums, but also to help merge their everyday agendas with those of the museum. She used exemplars of family humor come from two different research studies conducted in different institutions. The author demonstrates that the humor seen functioned as a way to involve others, to ease the tension of not knowing a new setting, language, practice, or content, as well as to help shift authority from mediator to parent, or from parent to child.
Published: 2014
Updated: Feb. 06, 2018
76
Post-Lesson Observation Conferencing of University Supervisors and Physical Education Teacher Education Students
Authors: Wright Steven, Grenier Michelle, Channell Kathy
This study aimed to examine post-lesson observation conferencing discourse between university supervisors and physical education teacher education students. The authors conclude that the university supervisors demonstrated a collaborative style of conferencing that allowed preservice teachers plenty of opportunities to speak. Many factors impacted the time spent conferencing with the most important being time constraints. However, it was found that the supervisors recognized the importance of these constraints and have taken steps to allow for adequate time.
Published: 2012
Updated: Feb. 06, 2018
77
Investigating the Improvement of Prospective Elementary Teachers’ Number Sense in Reasoning about Fraction Magnitude
Authors: Whitacre Ian, Nickerson Susan D.
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.
Published: 2016
Updated: Oct. 25, 2017
78
Making Connections: Lessons on the Use of Video in Pre-service Teacher Education
Authors: Beswick Kim, Muir Tracey
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.
Published: 2013
Updated: Oct. 17, 2017
79
Peer Learning for Change in Higher Education
Authors: Hilsdon John
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.
Published: 2014
Updated: Oct. 01, 2017
80
Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation
Authors: Lees Anna
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.
Published: 2016
Updated: Sep. 24, 2017
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