Search results for: Teaching methods
Page 16/51 503 items
The current paper reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand. This paper focuses on the transformation process from expert trade worker to effective trades tutor, along with suggestions to assist the ‘boundary crossing’ process between two diverse vocational identities.
Updated: Feb. 27, 2013
A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
The purpose of this article is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences.
Updated: Feb. 27, 2013
The current study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. The data indicate that the student teacher awareness of teacher-talk and alternative communicative options increased. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.
Updated: Jan. 28, 2013
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Updated: Nov. 28, 2012
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
The current case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice.
Updated: Nov. 28, 2012
This paper focuses on the teaching profession against the background of educationalisation in the Netherlands. This research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission.
Updated: Nov. 27, 2012
This article discusses how teachers conceptualize their pedagogical principles which they perceive to be personally important. 362 class teachers of the fourth grade and 1989 subject teachers of the seventh to ninth grade answered a a questionnaire. The results of this study reflected the change from transmission to transaction pedagogy and shows that they have learned their lesson in the sense that both pupil-centeredness and constructivist learning preference are present in their pedagogical thinking and also action.
Updated: Nov. 19, 2012
Literacy Metaphors of Pre-service Teachers: Do They Change after Instruction? Which Metaphors Are Stable? How Do They Connect to Theories?
This study aims to explore pre-service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ as they enrolled in a two-semester literacy methods course at a Midwestern American university. The results offer educators some ideas about the types of beliefs elementary pre-service teachers bring with them to the teacher education programme, and their steadfastness to those metaphors after a year of preparation and practicum experiences.
Updated: Nov. 07, 2012
How Do I Improve What I Am Doing as a Teacher, Teacher Educator and Action-Researcher through Reflection? A Learning Walk from Lleida to Winchester and Back Again
This paper aims to show the process of engaging with the question ‘How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?’ The analysis of the students’ written assignments helped the author sees ‘living contradictions’ in-between her theoretical framework, her teaching and her researching practice. The paper shows that the author has more rhizomatic thought in her teaching than in her researching.
Updated: Oct. 29, 2012
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.
Updated: Oct. 28, 2012