Search results for: Teaching methods

In this case study, the researcher investigated three pre-K teachers’ perceptions of mathematics curriculum at their school in west Alabama. Three themes emerged from the data (a) math resources for the pre-K classroom, (b( pushing beyond—thinking mathematically, and (c) instructional strategies used in the pre-K classroom. These themes revealed how all of the teachers’ perceptions of early childhood mathematics curriculum and instruction changed over the course of the study.

In this article, the author investigates how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. The author concludes that teacher certification programs should implement the standards and assessments their districts provide them. Furthermore, certification programs should seek to establish opportunities for teacher research with experienced teacher mentors, administrators, and academics.

In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.

This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.