Search results for: Attitudes
Page 4/4 36 items
The article discusses a study regarding how teachers experienced an online course about online learning. Teachers' reflections on their experiences suggested that online learning provided for situated opportunities for reflection in and on action, but the ways in which teachers engaged with the course varied on individual characteristics such as cultural background, the teachers' understanding of themselves and individual responses to specific course attributes.
Updated: Jan. 14, 2008
This article examines the attitudes of Early Childhood Education student teachers towards mathematics and mathematics instruction. The sample of 52 student teachers consisted of a questionnaire with respect to mathematics and its instruction. Findings revealed a negative attitude towards the subject that had no base on any solid conceptual system. The authors suggest the need to improve mathematics education to Early Childhood Education students.
Updated: Jan. 14, 2008
The article explores the use of utopian beliefs of hope and imagination in teacher education. The author describes how teachers can 'reimagine' and 'remake' progressive learning environments in order to foster humanity, collective action, sustainability, community and equity, which constitute 'robust hope.'
Updated: Jan. 10, 2008
This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma.The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. Reprinted by permission of the publisher.
Updated: Dec. 17, 2007
Teacher Education Students' Reflections on How Problem-Based Learning Has Changed Their Mental Models About Teaching and Learning
This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth.
Updated: Dec. 16, 2007
This study investigated the question, how do pre service teachers approach their learning in a unified teacher education program?Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the pre service teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education.
Updated: Dec. 09, 2007