Search results for: Comparative analysis
Page 1/11 106 items
This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators’ discourses. Teacher educators in both countries bring into play a variety of aspects identified in the field of mathematics education research, when talking about good mathematics teachers/teaching. The teachers often talk about the same general categories, but a deeper analysis reveals a substantial difference between the characters of the discourses concerning how most of these categories are conceptualized.
Updated: Jul. 04, 2017
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Updated: Jun. 21, 2017
Looking Across the New Digital Divide: A Comparison of Inservice and Preservice Teacher Perceptions of Mobile Phone Integration
The purpose of this study was to determine the difference in support of inservice teachers and preservice teachers for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that are useful for school-related work and the instructional barriers to mobile phone use. The results indicated significant differences between the inservice teachers and the preservice teachers. In all cases, the preservice teachers were more supportive of the use of mobile phones in the classroom, more positive about the useful features, and had less concern about the barriers associated with using phones for school-related work.
Updated: Feb. 23, 2017
This study was conducted to examine whether the teacher training programmes in Belgium (Flanders) and the Netherlands prepare their students for Family–school partnerships (FSP). Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient.
Updated: Jan. 11, 2017
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.
Updated: Jan. 02, 2017
This paper draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance.
Updated: Dec. 06, 2016
Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s
In this article, the authors compare history chapters in recent introductory early childhood education textbooks with those from an earlier study (Prochner, 1998). As in the original analysis, this examination focused on four aspects of the chapters: the rationale for the study of history, the dominant story of the history, the facts of the history, and the perspective on early childhood education history.
Updated: Nov. 27, 2016
Keeping an Eye on Learning: Differences Between Expert and Novice Teachers’ Representations of Classroom Management Events
In this study, the authors created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level.
Updated: Nov. 08, 2016
Pinpointing Chinese Early Childhood Teachers' Professional Development Needs Through Self-Evaluation and External Observation of Classroom Quality
The present study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. Results shows teachers' beliefs of quality is the strongest predictor of their self-assessment. Implications of the findings for professional development are provided, along with limitations of the current study and recommendations for future studies.
Updated: Oct. 05, 2016
A Comparative Study of Awarding Organisation and HEI Initial Teacher Training Programmes for the Lifelong Learning Sector in England
The central purpose of this research was to ascertain the views of teachers and teacher educators in the lifelong learning sector in England about the comparative ‘value’ of different forms of initial teacher training (ITT). The article reveals that both teachers and teacher educators perceive HEI programmes as superior to other forms of teacher training, in terms of both labour-market currency and the quality of learning provided. Although the majority of respondents regarded awarding body courses as adequate, the data reveal that most believed that HEI provision offers a different learning experience to that provided by alternative awarding bodies. Furthermore, both teachers and teacher educators believed that HEI-validated courses offered a challenging experience combining theory and practice.
Updated: Sep. 19, 2016