Search results for: Whitecomb Jennie
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The current study examines online, threaded case discussions with regard to the ways teacher candidates displayed a morally reflective stance toward teaching and how unique features of online discourse shaped this stance. The findings reveal that the case discussions provided evidence of a morally reflective stance toward teaching. However, the candidates were more focused on working toward a solution versus fully exploring the complexity of the case. Furthermore, the analysis shows that the asynchronous, threaded discussion format embodies several features that appeared to foster dialogue that engaged candidates in substantive moral reflection upon teaching.
Updated: Sep. 02, 2013
Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel’s Report
The paper considers the analyses and recommendations presented in Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008). The authors suggest ways to develop a systematic strategy to enact recommendations that will improve the quality of the teaching force and mathematics instruction.
Updated: Jan. 28, 2009
Common sense suggests that good teachers matter and some teachers have more impact on student achievement than others. According to the legislative initiatives, teacher preparation institutions, particularly university based programs, are seen as part of the problem, and key players in shaping and funding initiatives in teacher education are often outside of universities. The authors contend that the solution to the enhancement of teacher quality lies in our ability to address the overlapping systems problem. Teacher educators must understand the framing of research underpinning the teacher quality movement and how it pertains to local contexts, and be able to respond by examining our pedagogy and programs from a systemic perspective
Updated: Oct. 28, 2008