International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Hoban Garry F.
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The goal of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation”, as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. This study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
Published: 2011
Updated: Jul. 30, 2012
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In this study a teacher educator worked with two elementary teachers to facilitate a self-study of their learning during a professional development programme. The programme extended for 6 months and was underpinned by four learning processes - reflection, sharing, action and feedback. The two teachers documented their learning experiences and were interviewed several times during and after the study.
Published: 2007
Updated: Jan. 26, 2008