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Section archive - Instruction in Teacher Training

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81
Video Narratives to Assess Student Teachers’ Competence as New Teachers
Authors: Admiraal Wilfried, Berry Amanda
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.
Published: 2016
Updated: Sep. 10, 2017
82
Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers’ Literacy-Related Behaviors and Classroom Environment
Authors: Gettinger Maribeth, Stoiber Karen
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.
Published: 2016
Updated: Aug. 28, 2017
83
Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds
Authors: Brown Christopher Pierce, Weber Natalie Babiak
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.
Published: 2016
Updated: Aug. 13, 2017
84
“It Isn’t Necessarily Sunshine and Daisies Every Time”: Coplanning Opportunities and Challenges When Student Teaching
Authors: Gallo-Fox Jennifer, Scantlebury Kathryn
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.
Published: 2015
Updated: Aug. 13, 2017
85
Constructing Model of Teachers’ Innovative Behaviour in School Environment
Authors: Nemerzitski S., Loogma K., Heinla E., Eisenschmidt Eve
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.
Published: 2013
Updated: Aug. 07, 2017
86
Collaboration Beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors
Authors: Nobles Susanne, Dredger Katie, Gerheart Megan Dixon
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.
Published: 2012
Updated: Jul. 19, 2017
87
Korean EFL Teachers’ Perceptions of the Impact of EFL Teacher Education upon their Classroom Teaching Practices
Authors: Yook Cheongmin, Lee Yong-hun
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
88
What Factors Support or Inhibit Secondary Mathematics Pre-service Teachers’ Implementation of Problem-Solving Tasks during Professional Experience?
Authors: Little Jake, Anderson Judy
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
89
The Use of Questions within In-The-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice
Authors: Averill Robin, Drake Michael, Anderson Dayle, Anthony Glenda
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
90
Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle*
Authors: Ross Danielle K., Cartier Jennifer L.
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
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