Search results for: Theories
Page 3/9 85 items
The Possibility of Cosmopolitan Learning: Reflecting on Future Directions for Diversity Teacher Education in Australia
In this article, the authors reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The paper offers a critical review of multiculturalism in teacher education and examines theories associated with cosmopolitanism in the education context. The authors examine the ways in which a ‘cosmopolitan imagination’ might have relevance in contemporary contexts of diversity in Australia, and particularly in the western and south-western Sydney region in which they teach.
Updated: Mar. 24, 2013
The Theory of Planned Behavior (TPB) and Pre-service Teachers’ Technology Acceptance: A Validation Study Using Structural Equation Modeling
The current study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers’ technology acceptance. It is also interested in examining its validity when used for this purpose. Two hundred and ninety-three participants completed a questionnaire measuring their responses to four constructs from the TPB. The results showed that attitude towards computer use had the largest effect on pre-service teachers’ intention to use technology, followed by perceived behavioral control, and subjective norm.
Updated: Feb. 27, 2013
Collected from the Cutting Room Floor: An Examination of Teacher Education Approaches to Digital Video Editing as a Tool for Shifting Classroom Practices
The purpose of this article was to examine four approaches to teachers’ strategies through digital video emphasized teachers’ own planning and teaching as they edited their video accounts of personal growth. Common themes that emerged from data across all four projects were predicated upon facets of professional development as purposeful disruption of traditional teaching, the promotion of rigorous participation in analysis of effective teaching strategies, and the building of learning communities through apprenticeship models of personal growth.
Updated: Jan. 27, 2013
Literacy Metaphors of Pre-service Teachers: Do They Change after Instruction? Which Metaphors Are Stable? How Do They Connect to Theories?
This study aims to explore pre-service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ as they enrolled in a two-semester literacy methods course at a Midwestern American university. The results offer educators some ideas about the types of beliefs elementary pre-service teachers bring with them to the teacher education programme, and their steadfastness to those metaphors after a year of preparation and practicum experiences.
Updated: Nov. 07, 2012
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.
Updated: Oct. 28, 2012
Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
The purpose of the current study was to explore students’ perceptions of the virtual classroom in terms of the impact they considered it made on their sense of transactional distance. The author used Moore’s (1997) Theory of Transactional Distance to analyze students' perceptions. The findings reveal that the use of the virtual classroom can potentially, at least, contribute to the development of quality dialogue. However according to Moore’s theory, this dialogue depends on structural aspects and, consequently, student perception of learner autonomy.
Updated: Sep. 19, 2012
This study aimed to explore how a professional development cohort functions as a resource for new teacher support. The authors analyzed the data by using Wenger’s (1998) Communities of Practice social learning framework. The authors analyzed observation field notes of a single cohort which documented by the second author during one school year. The findings reveal three key insights for relating Wenger’s theory particularly to new and alternatively certified teachers in urban group induction experiences.
Updated: Sep. 12, 2012
The goal of this article is to establish a conceptual framework to support a scholarship that will provide well-articulated and examined models and tools to support the development of prospective and practicing teachers. The author concludes that advancing scholarship that capitalizes on the expertise and talent of faculty who not only understand but also skillfully enact the work of preparing teachers is vital to the progress of the field.
Updated: May. 28, 2012
The purpose of this article is to focus a philosophical lens on quality teaching in general, and the High-Quality Teaching (HQT) study in particular, an examination of what teachers do to help fourth- and fifth-grade students succeed in reading and mathematics. The authors' intent is to demonstrate how such philosophical scrutiny can lead to a fuller understanding of high-quality teaching in its varied manifestations.
Updated: May. 23, 2012
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers
The authors tested a framework developed in the organizational behavior literature known as affective events theory (AET). Specifically, the authors drew on research from education and organizational behavior to test whether mean levels of positive affect, negative affect, skill, and fatigue are associated with intentions to remain in teaching, commitment to one’s school, and levels of burnout. The results suggest that by taking account of teachers’ emotional reactions to their work, researchers, policymakers, and district administrators will be better positioned to support special and general educators during their early years of teaching.
Updated: May. 23, 2012