Search results for: Spain
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This article centers on a professional development project with a group of high school mathematics teachers in Barcelona. The group included eight teachers who taught in low-income schools with a high percentage of immigrant students. The analysis of data from twelve sessions with the teachers shows the development of a shared awareness of their local situation that leads to their questioning of their practices followed by a reconstruction of those. Teachers worked together to move from talking to action.
Updated: Dec. 24, 2009
The purpose of this article is to describe innovatory online teaching carried out in the inter-university master's 'Educational Innovation Policies and Practices for the Knowledge Society'. The master's focuses on the exploration of a problem-based learning model. The online teaching model, developed particularly by Internacional de Andaluca University, is the background for the development of an interdisciplinary core investigated in this study.
Updated: Dec. 07, 2009
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009
Innovation, research and professional development in higher education: Learning from our own experience
The article describes an action research study aimed at reflecting about teaching practices and establishing better connections and interdisciplinary relationships between teacher education courses. The study recommended greater use of Information and Communication Technologies (ICT) as tools to support the learning process and expand opportunities for learning and collaboration beyond classroom activities.
Updated: Feb. 05, 2008
How to Respond to the Demands Set by the Communicative Approach? New Challenges Second-Language (L2) Teachers Face in the Classroom
The article describes a study investigating student teachers' needs in second language training programs. The study was utilized a questionnaire that was administered to 79 students, requesting their views on second language teacher qualities, relevance of a methodology, theory and language components in the program, perceived command of the English language and potential use of English in future classes. Results included the confirmed value of language improvement and the need of a greater balance between language improvement and methodology.
Updated: Jan. 16, 2008