Search results for: Teacher practices
Page 2/4 32 items
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
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
This paper reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. For this study, the authors used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. Given that both groups used the same reflection guide, the authors found that students who developed video vignettes produced longer and more multifaceted reflections.
Updated: Dec. 01, 2009
This study describes how one teacher educator used metaphor as a self-study tool over an eight-year period. The author gathered information about her practice in teaching journal and in notes from discussions in her self-study group, work with individual colleagues, and ad hoc discussions with peers and students. Institutional Teaching Evaluations (ITE) provided additional student perspectives. The work demonstrates how long-term use of metaphors can be a way to step back from practice, take a new look at the meaning of the particulars of practice, and reframe events of practice.
Updated: Aug. 25, 2009
Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective Classroom Practices
The goal of the current study was to explore the alignment of beginning teachers' beliefs and practices, in comparison to an experienced, exemplary teacher. To further explore relationships between teachers' beliefs and practices, the authors also explored aspects that might help beginning teachers become more effective. Participants included six beginning primary school teachers and one experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives.
Updated: Jul. 21, 2009
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Updated: Jul. 20, 2009
Teaching Online Made Me a Better Teacher: Studying the Impact of Virtual Course Experiences on Teachers Face-to-Face Practice
Anecdotal accounts from teachers have long suggested the possibility that virtual teaching experiences have a positive impact on face-to-face teaching practices. Data which collected as part of a statewide evaluation of a virtual school, offered an opportunity to explore this impact.
Updated: Jun. 25, 2009
School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools
The goal of the study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with physical education teachers in both countries. The sample consisted of 707 Swedish and 451 Greek professionals. The presentation of the results is connected with issues of formal cooperation, deprivatized practices and personalized interaction in four teachers groups: primary and lower secondary schools in Sweden and in Greece. According to the data, formal cooperation and deprivatized practices occur more frequently in Sweden than in Greece. However, personalized interaction is rather high in Greek lower secondary schools.
Updated: Apr. 27, 2009
A Primary Teacher’s Mathematics Teaching: The Development of Beliefs and Practice in Different “Supportive” Contexts
The article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The study focuses on the development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been examined within three different contexts, which have been distinguished in terms of the kind of support provided to this teacher.
Updated: Apr. 06, 2009
This study links professional development through teacher practices to investigate their separate and combined effects on student achievement. The study uses students nested within teachers. The results indicate that professional development has moderate effects on teacher practice. There are also very small but sometimes significant effects on student achievement when the effects of professional development are mediated by teacher practice.
Updated: Mar. 16, 2009