Search results for: Teacher practices
Page 1/3 30 items
Contemporary Methodological Perspectives in Educational Research on ‘Teachers’ practice’: Assumptions and Shortcomings for ‘Effective Practices’
In the context of the major influence that ‘effectiveness’ is having internationally, this paper studies the contemporary methodological perspectives in educational research when considering teachers’ practice. It shows that current trends can be boiled down to: (1) naturalistic methodology, (2) descriptive methodology, and (3) the nonmethodological solution. It states two main conclusions: first, there is a neat continuity with traditional methodologies, which were in decline long ago; second, contemporary perspectives in educational research fail to provide a consistent methodological model for ‘effective practices’. The author finally draws some conclusions and makes some suggestions for the further development of methodology in educational research and teachers’ practice. This study is noteworthy for teachers’ practice, collaborations and partnerships, and also for the relationship amongst research/practice/policy, which is at the core of the implementation of educational systems.
Updated: Dec. 05, 2019
Opening the Black Box of Field Experiences: How Cooperating Teachers’ Beliefs and Practices Shape Student Teachers’ Beliefs and Practices
The purpose of this study was to describe how six preservice science teachers learn to teach over a year and explain their learning by documenting their field experiences, teacher education courses, and their changing beliefs and practices. The findings reveal that teaching practices were strongly influenced by the cooperating teachers. Initially, all six interns attempted to mimic the lessons they witnessed their cooperating teachers teach. Later, the interns independently implemented instruction that emphasized key instructional or relational strategies as the cooperating teachers, regardless of whether or not they were experiencing success.
Updated: Nov. 06, 2014
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers
This article reports on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. Psychometric properties of the The Mentoring Profile Inventory (MPI) quantified important features of both the motivating and challenging aspects of mentoring student teachers and are shown to be robust.
Updated: Aug. 25, 2014
The current paper examines the design of a professional development model. The purpose of this model is to improve student achievement. The model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. The combined elements resulted in six aspects which incorporated in a new model which includes presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference.
Updated: Apr. 27, 2011
Challenges for Teacher Education: The Mismatch between Beliefs and Practice in Remote Indigenous Contexts
The current article explores the nexus between the beliefs and practices of teachers working in a remote, Indigenous region of Australia. In particular, the article proposes that the discrepancy between beliefs and practices found in the reconnaissance phase of a design study is due to the teachers realising that they need to implement changed practices to enable students to learn but having little knowledge of what such practices may look like. This finding has implications for pre-service and in-service teacher education.
Updated: Nov. 29, 2010
The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. The author concludes that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher’s practice and changes a teacher’s understanding of students’ participation. The author suggests that teachers redefine participation in classrooms to include silence.
Updated: Nov. 23, 2010
This study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing varied professional development programs for teacher educators, at the MOFET Institute in Israel. Working theories were derived from the participants' statements as to the preferable course of TEPD. These evolved around three mental images of the professionally well-developed teacher educator: the model pedagogue; the reflective, self-studying practitioner; and the developer of professional identities. These three working theories were followed by a fourth one relating to TEPD from the teacher educators' own point of view.
Updated: Mar. 21, 2010
The study explores a possible method of facilitating and enhancing the professional development of teacher educators, by promoting professional insights through the discussion about pedagogical dilemmas. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to reflect on the supporting workshops whilst empowering the newly qualified teachers. It gave the mentors an all-important opportunity to rethink their practices and their underlying perceptions as well as their fundamental values.
Updated: Mar. 21, 2010
Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher–researchers into a major project are discussed.
Updated: Dec. 16, 2009
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Updated: Dec. 16, 2009