Search results for: Pedagogy
Page 4/6 57 items
The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Updated: Jun. 03, 2009
It's Not All About School: Ways of Disrupting Pre-Service Teachers' Perceptions of Pedagogy and Communication
The paper reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework, the authors show that during the project these participants developed more complex notions of learners and ways of making meaning.
Updated: Mar. 31, 2009
Getting The Fish Out of The Water: Considering Benefits and Problems of Doing Research on Teacher Education at An International Level
In this article, the authors focus in particular on the understanding of three main components of teacher education: mathematics, mathematics pedagogy and general pedagogy. They also juxtapose two extreme models: Germany and the US.
Updated: Jan. 19, 2009
The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures.
Updated: Jan. 12, 2009
The paper explores how the London Providers Mentoring Group, a community of practice adopting an 'inquiry as stance' philosophy, has worked towards a pedagogy of mentor education. The paper outlines tensions the group has faced resulting from the changing nature of provision for initial teacher education in England. The main purpose here is to present an analysis of activities designed by mentor educators to enhance learning in mentors and to begin to describe a pedagogy of mentor education.
Updated: Jan. 12, 2009
This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Cooper’s [Cooper, H. (1985, Mar 31–April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria.Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games.
Updated: Dec. 07, 2008
'A Teacher's Job Doesn't Only Happen in the Classroom': Preservice Teachers, the Classroom, and the School
Preservice teachers are expected to enter the profession with skills and deep understanding of education experience. They are asked to become classroom, expert in pedagogy, content, and emotional needs of the student. 44 teachers participated in discussions of causes, and school policies, and targeted harassment and bullying. The 15 week course included journal entries focused on student responses.
Updated: Dec. 03, 2008
An in-service training program for veteran teachers returning to college is explored in this article. The program was the collaborative initiative of two instructors, one specializing in qualitative research methods and the other in applied rhetorical analysis.
Updated: Nov. 25, 2008
Critical Elements for the Science Teacher to Adopt a Student-centered Approach: The Case of a Teacher in Transition
This case study describes the teacher's perceptions, epistemology, and understandings of student-oriented learning environments during a large project in which teachers from Grades 7 to 11 implemented an interactive-constructivist approach in place of a traditional teacher-oriented approach. Analysis from data revealed a consistency between the emerging themes such as the teacher's conceptual and pedagogical knowledge, hypothetical learning trajectory, and the teacher's beliefs and teaching practice.
Updated: Nov. 23, 2008
A Preliminary Investigation of Prospective Teachers' Reasoning About Case Studies with Expert Commentary
This article presents the results of a research study that used a mixed design methodology to investigate the effect of expert commentaries on prospective teachers' reasoning about inclusion case studies. Results indicate that prospective teachers are reluctant to accept theoretical and pedagogical information that conflicts with their own previously held conceptions, even when it is presented through case methods.
Updated: Nov. 17, 2008