Search results for: Teaching methods
Page 11/51 503 items
Mastering Teaching and Learning through Pedagogic Partnership: A Vision and Framework for Developing ‘Collaborative Resonance’ in England
This article seeks to reframe teacher professional learning within the specific policy context of a new national model of master’s level professional development – the Master’s in Teaching and Learning (MTL) in England. The article describes the design and early implementation of this major national design initiative. Within the MTL core teaching and learning processes, four core strands of professional development are described: creating effective learning environments, developing effective professional learning, creating pedagogic awareness and effectiveness and developing wider school experience.
Updated: Feb. 04, 2014
The purpose of this study was to examine the learning outcomes emerging from semi-structured lesson study as a central task in a methods course and determine the factors that facilitate or inhibit the use of lesson study in a teacher education methods course. Two cases of lesson study are examined as the central task in an adolescent mathematics methods course for teachers in grades 7 through 12. The article presents the outcomes and factors essential to productive outcomes on lesson studies.
Updated: Jan. 20, 2014
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Updated: Jan. 20, 2014
The Concept of Coherency in Teaching: Forging an Idea from Professional Literature – A Case Analysis and a Discussion with Experts
The goal of this article is to increase the authors' understanding of the concept ‘coherency in teaching’ as part of the search for a good teacher. The article exposes the concept of coherency in teaching gradually starting with a theoretical review, continues with a practical example, and ends with an analysis of the significance of coherency in teaching. The concept of coherency in teaching shows it is not sufficient to examine the qualities that make a teacher effective and good at teaching as separate components, but the way these components are linked to each other is also important and has the function of outlining teachers’ constant search for adjustments while retaining their ability to teach.
Updated: Jan. 16, 2014
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Updated: Jan. 14, 2014
Privatization, Illumination, and Validation in Identity-Making within a Teacher Educator Research Collective
This article reports a collective self-study by seven teacher educators at the University of Canterbury, New Zealand. As the authors individually engaged in self-studies of their personal teacher education practices, they also were participating in a group self-study of their collaboration to better understand the effects of their collaborative endeavor on them individually, as well as how their work together affected them collectively. Through the conversations and inevitable comparisons with known others that the authors make and encourage in studies conducted this way, they are encouraged to reflect on their own uniqueness as professional selves. At the same time, they are also reminded of the collective values that they share as a professional community.
Updated: Jan. 13, 2014
Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice
The goal of this study was to examine the impact of core reflection on the authors' professional lives and practices as teacher educators. Analysis exposed four themes that defined the core identity issues in these data: (a) Understanding the contradictory nature of core qualities, (b) Confronting their own hypocrisies, (c) Holding ambiguity, and (d) Sustaining authenticity in everyday practice. The authors outline five categories of change in their teaching identities and practice. The authors conclude that in applying their own process of growth from this study, they seek to foster the trusting relationships and core connections in their teaching where students can realize and understand their emerging identities as teacher and self.
Updated: Jan. 12, 2014
In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of teaching. The authors describe a case study which comes from their personal experience and apply the eight stages of the framework on it. The authors conclude that the framework for ethical decision making presented here provides a strategy for bringing conceptual coherence to professional ethics courses for teachers.
Updated: Jan. 07, 2014
The current review of literature examines efforts in higher education to address family engagement and the impact of various pedagogical approaches on preservice teachers. The findings reveal a narrow sample of empirically based research.However, these studies offer insights regarding pedagogical approaches that increase teachers’ confidence and self-awareness, improve educators’ knowledge of diverse families, and enhance teachers’ ability to use knowledge about families and communities to improve instruction.
Updated: Dec. 22, 2013
An Analysis of Cultural Diversity and Recurring Themes in Preservice Teachers’ Online Discussions of Epstein’s Six Types of Parent Involvement
The present study examined integration of Joyce Epstein’s six typologies of family involvement in responses to discussion questions for an online parent involvement course. The findings reveal that the participant responses demonstrated varying degrees of effective integration of each of Epstein’s six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement. However, they failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes.
Updated: Dec. 22, 2013