International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 9/97
967 items
81
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes.
Published: 2016
Updated: Jul. 09, 2017
82
This qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks.
Published: 2016
Updated: Jul. 09, 2017
83
This article examines how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.
Published: 2016
Updated: Jul. 09, 2017
84
This study examined pre-service elementary teachers’ use of curriculum materials in lesson planning by identifying types of instructional tools used during the Learning Cycle.Findings highlight the importance of providing pre-service elementary teachers with supportive frameworks and opportunities to learn to critique and adapt curriculum materials in order to begin the development of their pedagogical design capacity for Learning Cycle lessons.
Published: 2015
Updated: Jul. 09, 2017
85
This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Teacher educators in both countries bring into play a variety of aspects identified in the field of mathematics education research, when talking about good mathematics teachers/teaching. The teachers often talk about the same general categories, but a deeper analysis reveals a substantial difference between the characters of the discourses concerning how most of these categories are conceptualized.
Published: 2015
Updated: Jul. 04, 2017
86
The authors examine whether an analysis framework, the Mathematical Quality of Instruction (MQI), can assist prospective teachers in noticing and interpreting salient aspects of classroom practice. The findings indicate that participation in a video club led prospective teachers to be better able to notice these salient features of mathematics instruction when watching video-taped lessons. Furthermore, participants adopted a more interpretive stance toward the classroom components they noticed and used evidence to support their stance. Prospective teachers’ abilities to notice students’ mathematical thinking improved as a result of structured video analysis.
Published: 2015
Updated: Jul. 03, 2017
87
This study attempted to validate the argument that special knowledge is needed for teaching, in addition to pure mathematical knowledge. The authors explored participants’ knowledge with respect to four teaching practices: providing and evaluating explanations; selecting and using representations; analyzing student errors, misconceptions, and non-conventional solutions; and selecting tasks. The authors found no statistically significant differences between the three groups under consideration in the pure mathematical knowledge items. However, the findings suggest that measuring teacher knowledge by using multiple-choice tests might mask true differences that may exist among participants from different populations. Hence, alternative approaches are needed to tap into participants’ knowledge.
Published: 2016
Updated: Jun. 26, 2017
88
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
Published: 2016
Updated: Jun. 11, 2017
89
The purpose of this study is to demonstrate the feasibility of using Ms Excel in teaching whole Basic Statistics Course to pre-service elementary science teachers and then to show the effects of this treatment on pre-service teachers' attitudes towards statistics. This study demonstrated that using Excel in Teacher Education in Statistics Course is feasible in most topics. Furthermore, the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated. This study showed that using Excel applications and homework assignments and class presentations in Teacher Education in Statistics Course improved attitudes towards statistics in the experiment group more than the control group.
Published: 2016
Updated: Jun. 07, 2017
90
The present case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. The qualitative data identified three themes of creative definitions as uniqueness, transformation and applicability. Additionally, two themes regarding the gains and obstacles of learning creative thinking as problem solving and beneficence, as well as routines and working experiences were determined.
Published: 2015
Updated: Jun. 07, 2017