Search results for: Janssen Fred
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This article aims to provide a concrete illustration of a practice-based teacher education strategy. This strategy applied to the preparation of high school biology teachers learning to enact lab lessons that enhance opportunities for students to engage in reasoning with scientific concepts. The authors conclude that the tools of the bridging approach presented in the article—the heuristic goal system and the teaching impact analysis— allow teachers to construct their own authentic representations of the components of their practice and the values and goals that hold their practice in place. As a result, the path to improvement can be made both concrete and attainable.
Updated: Nov. 01, 2016
Developing Biology Lessons Aimed at Teaching for Understanding: A Domain-specific Heuristic for Student Teachers
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching for understanding. The authors explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing lessons according to teaching for understanding. In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according to the criteria.
Updated: Apr. 06, 2009
The purpose of the study is to compare the outcomes of reflecting on difficult problematic experiences with those of reflecting on positive experiences. The authors focused on three outcome areas: the content of teachers' resolutions after reflecting because decisions need to be productive, their motivation to act on their decision because teachers need to implement their decision because teachers need to implement their resolutions, and the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process.
Updated: Nov. 20, 2008