Search results for: Coward Fanni Liu
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Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015
This study examined preservice teachers’ mental representations through drawing floor plans of an “ideal middle-level mathematics classroom.” Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies. These floor plans also focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher.
Updated: Sep. 22, 2014