International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Tigelaar Dineke
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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.
Published: 2009
Updated: Apr. 06, 2009
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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.
Published: 2008
Updated: Nov. 20, 2008